Objectives (5 - 7 minutes)

1. Develop the ability to read and interpret simple numerical data through vertical bar graphs.
2. Introduce students to the concept of bar graphs, explaining their parts (vertical axis, horizontal axis, bars) and their function as a tool for visualization and understanding of data.
3. Stimulate the ability to analyze and compare information, allowing students to identify patterns and differences in the data presented in bar graphs.

Secondary Objectives:

1. Promote teamwork and communication among students, encouraging the exchange of ideas and collaborative problem-solving.
2. Develop the ability to express ideas and thoughts clearly and organized.

Introduction (10 - 12 minutes)

1. Recalling concepts: The teacher starts the lesson by reminding students about the concept of numbers and how they can be used to represent quantities. He also reinforces the idea that numbers can be organized in different ways, such as in a list or in a table.

2. Problem situations: Next, the teacher presents two problem situations involving reading and interpreting data:

   • First situation: He shows a table with the number of students in each class at school and asks which class has the most students and which class has the fewest students.
   • Second situation: The teacher displays a bar graph representing the sales of different ice cream flavors at an ice cream shop and asks which flavor was the best-selling and which was the least sold.

3. Contextualization: The teacher explains that reading and interpreting data is a very important skill in everyday life, used in various situations such as opinion polls, game results, TV programming schedules, among others. He also mentions that information is often presented visually using graphs because it is easier and quicker to understand.

4. Introducing the topic: To introduce the topic of bar graphs, the teacher can use two strategies:

   • First strategy: He can tell a story about how bar graphs were invented. For example, he could say that in the past, people used stones to represent quantities, and as the quantities increased, it became difficult to count. So, someone had the idea of lining up the stones, like the bars in a graph, to make counting easier.
   • Second strategy: The teacher can bring different candy packages and ask students to group them by flavor. Then, he can discuss how the students organized the packages and how it relates to creating a bar graph.

By the end of the introduction, students should be familiar with the concept of bar graphs and motivated to learn more about how to use them to read and interpret data. Additionally, they should understand that this is an important skill that they can use in many different situations.

Development (20 - 25 minutes)

In this stage, the teacher proposes practical activities that involve students in different learning scenarios. All activities are designed to be interactive, collaborative, and engaging for students, ensuring that they are actively involved in practicing reading and interpreting bar graphs. The teacher should choose the activity that best suits the class dynamics and available time.

Activity 1: "Creating Our Own Bar Graph" (15 - 20 minutes)

1. The teacher divides the class into small groups of 3 to 5 students and provides each group with a sheet of paper, colored pencils, and a simple table. The table should have two columns: one for categories (e.g., pencil colors) and another for quantities (e.g., how many pencils of each color each student in the group has).

2. Next, the teacher instructs each group to fill in the table with data about the quantity of colored pencils each student has, organizing the pencils by color.

3. The next step is to guide the students to turn the table into a bar graph. Explaining that the bar represents the quantity of pencils of each color, they should draw colored vertical bars on the horizontal axis for each pencil color, with the height of the bar reflecting the number of pencils.

4. Once all groups have completed their graphs, the teacher gathers the class and asks each group to present their graph, explaining what each bar represents.

5. The teacher then asks students questions about the graphs, such as: "Which color of pencils appears most in the graphs?", "Which color of pencils appears the least?" and "How many students have more red pencils than blue pencils?".

6. By the end of the activity, students will have practiced reading and interpreting bar graphs, as well as analyzing and comparing presented data.

Activity 2: "Deciphering the Snack Mystery" (20 - 25 minutes)

1. The teacher divides the class into groups and gives each group an activity sheet containing a partially filled bar graph representing the quantity of different snacks consumed by a group of children at a picnic.

2. Students are challenged to complete the bar graph by reading the clues given in the form of questions. For example, "How many children ate apples?", "How many children ate cookies?".

3. The teacher circulates around the room, providing support and guidance as needed.

4. When all groups have completed their graph, the teacher leads a group discussion about the results, asking students to share their answers and explain how they arrived at them.

5. This activity helps students practice reading bar graphs and making decisions based on information presented graphically.

The proposed activities are just suggestions and can be adapted by the teacher as needed and according to the class dynamics. The goal is to encourage active student participation, promote collaboration among them, and reinforce the concepts of reading and interpreting bar graphs.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher gathers the whole class and proposes a group discussion about the solutions found by each team. He highlights the different approaches used and the most creative solutions. During the discussion, the teacher asks questions to ensure that students understood the concepts and skills addressed during the lesson. For example: "How did you decide which pencil colors should have more bars on the graph?" or "How did you know how many snacks each child ate in the snack mystery?".

2. Connection with theory (2 - 3 minutes): The teacher then explains how the practical activities relate to the theory presented at the beginning of the lesson. He emphasizes that bar graphs are a visual way to represent data and that reading and interpreting these graphs help to better understand the information they represent. The teacher also stresses that the ability to analyze and compare data is very important in various everyday situations.

3. Individual reflection (3 - 4 minutes): To conclude the lesson, the teacher suggests that students reflect individually on what they have learned. He asks two simple questions to guide the reflection:

   • First question: "What was most challenging for you in today's lesson: creating the bar graph or interpreting the data in the graph? Why?"
   • Second question: "How can you use what you learned today about bar graphs outside the classroom?"

The teacher gives time for students to think about the answers and then asks some volunteers to share their reflections with the class. He praises the students' responses, reinforcing the importance of effort, collaboration, and reflection in the learning process.

By the end of the feedback session, students should have consolidated what they learned during the lesson, understanding the importance and usefulness of reading and interpreting bar graphs. Additionally, they should feel confident in their abilities, ready to apply what they learned in future situations.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher starts the conclusion by summarizing the main points covered during the lesson. He reminds students about the concept of bar graphs, explaining that they are a visual representation of data that allows for easy reading and interpretation. He also reinforces the idea that the bars in the graph represent quantities and that the height of the bars is proportional to these quantities. Additionally, the teacher highlights the importance of the ability to analyze and compare data, which was practiced during the lesson.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher highlights how the lesson connected theory to practice. He explains that by creating their own bar graphs, students were able to see in practice how data can be organized and visually represented. Furthermore, by interpreting the graphs created by their peers, students were able to practice the skill of reading and interpreting data. The teacher emphasizes that this connection between theory and practice is essential for a deep understanding of a concept.

3. Extra Materials (1 - 2 minutes): To complement the lesson, the teacher suggests some extra materials for study at home. He may recommend children's books that address the topic in a playful way, such as "The Mystery Graph" by Loreen Leedy. Additionally, the teacher can suggest interactive online games that reinforce the concepts learned, such as "Playing with Graphs" from the Teacher's Portal. He can also encourage students to observe bar graphs in everyday situations, such as on food packaging, game boards, among others.

4. Importance of the Subject (1 minute): Finally, the teacher emphasizes the importance of reading and interpreting bar graphs in everyday life. He explains that this skill is widely used in various situations, from analyzing survey results to comparing data in games. The teacher also mentions that by learning to read and interpret bar graphs, students are developing a valuable skill that will be useful in various school subjects, such as mathematics, science, and even in leisure activities like board games.

By the end of the conclusion, students should have a clear and comprehensive understanding of the lesson topic. They should feel motivated to explore more about the subject and confident in their ability to read and interpret bar graphs. Additionally, they should understand the relevance and applicability of this skill in their daily lives and school activities.