Objectives (5 - 10 minutes)

1. Develop size comparison skills: The main objective of this lesson is to help students develop size comparison skills. They will learn to compare the length of two or more objects and determine which is larger, smaller, or if they are equal.

2. Identify applicable mathematical concepts: Students will be encouraged to identify everyday situations where size comparison is relevant. They will be challenged to apply the mathematical concepts learned in practical problems, such as comparing the size of their pencils or different toys.

3. Promote logical thinking and problem-solving: During the lesson, students will be encouraged to think critically and solve problems. They will have the opportunity to discuss their solutions with classmates, which will help strengthen their communication and collaboration skills.

Secondary Objectives:

• Foster curiosity and motivation to learn: The teacher should emphasize the importance of mathematics in daily life and how size comparison is an essential skill. This can help keep students engaged and motivated during the lesson.
• Stimulate interaction and cooperation among students: Group activities and class discussions are a great way to promote interaction and cooperation among students. This creates a positive and collaborative learning environment.
• Encourage self-assessment and constructive feedback: Students will be encouraged to reflect on their own solutions and provide constructive feedback to classmates. This helps develop self-assessment skills and promotes a culture of active learning.

Introduction (10 - 15 minutes)

1. Content Review: The teacher will start the lesson by reminding students of what they have learned in previous classes about numbers and quantities. Questions will be asked to assess students' understanding of basic mathematical concepts, such as 'what is a number?' and 'what does larger and smaller mean?'. This review is essential to prepare students for the new topic of size comparison. (3 - 5 minutes)

2. Problem-Solving Scenarios: The teacher will present two problem-solving scenarios to pique students' interest and introduce the topic of size comparison. The first scenario could be: 'Imagine we have two boxes of pencils. The first box has 5 pencils and the second has 7 pencils. How many more pencils does the second box have than the first?' The second scenario could be: 'Can you think of an example when we need to compare the size of two things in real life?' These problem-solving scenarios will help students see the relevance of the topic to their daily lives. (3 - 5 minutes)

3. Contextualization: The teacher will explain that the ability to compare sizes is very important in mathematics and everyday life. For example, when we go to the supermarket and need to choose between two packages of cookies of different sizes, we are comparing sizes. Additionally, the teacher can show how size comparison is used in other areas, such as in art (when comparing the size of two paintings) or in science (when comparing the size of animals or plants). (2 - 3 minutes)

4. Introduction of the Topic: The teacher will introduce the topic of the lesson, explaining that students will learn to compare the length of sides of different objects. They can say: 'Today, we will learn a very cool way to compare the size of things. We will learn to look at the sides of things and see if they are larger, smaller, or the same size. Additionally, we will learn to use numbers to help in our comparison.' (2 - 3 minutes)

5. Gain Students' Attention: To capture students' attention, the teacher can share some curiosities or stories related to the topic. For example, they can say: 'Did you know that the ability to compare sizes is very ancient? Thousands of years ago, people used stones of different sizes to count and make calculations. That was the beginning of mathematics!' Another curiosity could be: 'Did you know that there are animals that can change size? For example, the jellyfish can become small or large depending on environmental conditions. This is also a form of size comparison!' These curiosities can help spark students' interest and make the lesson more fun and engaging. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity: 'Let's Measure the Size of Pencils'

   • The teacher will distribute various different pencils or pens to each group of students.
   • Each group will receive a sheet of paper and a marker.
   • The group's task will be to measure the size of each pencil or pen using the sheet of paper and the marker.
   • After measuring, the group should compare the size of the pencils to each other. Which ones are larger? Which ones are smaller? And which ones are the same size?
   • Finally, the group should record their observations and conclusions in a simple table drawn on the sheet of paper.

2. Activity: 'Toy Comparison'

   • The teacher will bring a variety of toys, such as cars, dolls, balls, and distribute them among the groups.
   • Each group will have the task of comparing the size of the toys to each other. Which ones are larger? Which ones are smaller? And which ones are the same size?
   • Just like in the previous activity, the group should record their observations and conclusions in a table.

3. Activity: 'Building with Blocks'

   • The teacher will provide a box of building blocks to each group of students.
   • Each group will have to build two structures using the blocks, one larger and one smaller.
   • After building, the group will compare the two structures. Which one is larger? Which one is smaller?
   • Again, the group will record their observations and conclusions in a table.

Throughout all these activities, the teacher will circulate around the room, guiding and assisting students as needed. After the activities are completed, there will be a group discussion, where each team will have the opportunity to share their observations and conclusions with the class. The teacher will reinforce key points, correct any misunderstandings, and encourage students to express their thoughts and ideas clearly and respectfully.

Return (10 - 15 minutes)

1. Group Discussion: The teacher will gather all students for a group discussion. Each team will have the opportunity to share their observations and conclusions from the activities. The teacher will facilitate the discussion, encouraging students to explain their answers and how they arrived at them. During the discussion, the teacher will reinforce the concepts learned, correct any misunderstandings, and encourage students to ask each other questions. (5 - 7 minutes)

2. Connection to Theory: After the discussion, the teacher will make the connection between the practical activities and the theory. They will explain how the activities helped understand the concept of size comparison and how it applies in different situations. The teacher can use the table created by students during the activities as an example to explain comparison using numbers. (3 - 5 minutes)

3. Reflection on Learning: Finally, the teacher will propose that students reflect on what they learned in the lesson. They will ask two simple questions to help students reflect on the learning process. The questions could be:

   • 'What was the most fun part of today's lesson and why?'
   • 'What did you learn today that you can use in everyday life?'

   Students will have a minute to think about these questions and then can share their answers with the class. This reflection step helps students consolidate what they learned and recognize the relevance of what was taught to their daily lives. (2 - 3 minutes)

Conclusion (5 - 10 minutes)

1. Summary of Learned Content: The teacher will summarize the key points discussed during the lesson. They will remind students about the concepts of size comparison, larger, smaller, and equal and how they applied these concepts in the practical activities. The teacher can ask questions to assess students' understanding, such as: 'Do you remember when we compared the size of the pencils? Which ones were larger? Which ones were smaller? And which ones were the same size?' (3 - 5 minutes)

2. Connection between Theory and Practice: The teacher will explain how the lesson connected theory and practice. They can say: 'Today, we learned about size comparison. We saw that this is very useful in our lives, when we need to choose between two things, like cookie packages at the supermarket. We also saw that we can use numbers to help us compare sizes. And most importantly, we learned that mathematics is not just about numbers, but also about observing and understanding the world around us.' (2 - 3 minutes)

3. Extra Materials: The teacher can suggest some extra materials for students who want to deepen their knowledge on the subject. This may include math books, online games involving size comparison, or practical activities that can be done at home, such as comparing sizes of objects in different rooms of the house. The teacher can say: 'If you want to learn more about size comparison, I can recommend some fun online games that help practice this skill. I can also suggest some activities you can do at home with the help of your parents, like comparing sizes of objects around the house.' (1 - 2 minutes)

4. Importance of the Subject: Finally, the teacher will emphasize the importance of the subject learned for students' daily lives. They can say: 'The ability to compare sizes is very important in many real-life situations. When we go to the supermarket and need to choose between two packages of cookies of different sizes, we are using size comparison. When we play with our friends and have to divide a toy, we also use size comparison to decide how to split it. So, as you can see, mathematics is a very useful skill that we use every day, even without realizing it.' (2 - 3 minutes)