Objectives (5 - 10 minutes)

1. Make students understand the notion of equality and inequality in simple and concrete terms, using examples from everyday life.
2. Develop students' ability to compare two numbers of up to three digits and identify if they are equal or different.
3. Stimulate logical thinking and problem-solving through the elaboration of situations in which students must compare and analyze numbers to determine their equality or inequality.

The teacher should clearly explain these objectives, ensuring that students understand what is expected of them during the lesson. Additionally, it is important for the teacher to verify if students have the necessary prior knowledge to achieve these objectives.

Introduction (10 - 15 minutes)

1. Review of Contents: The teacher starts the lesson by reminding students about numbers and the notion of magnitude and order among them. Students can be asked to provide examples of numbers they know, and the teacher can organize them in ascending or descending order. This serves to reinforce the idea that numbers can be compared to each other.

2. Problem Situation 1: The teacher proposes two situations of equality and inequality between numbers:

   • "If I have 5 candies and give 3 to João and 2 to Maria, do João and Maria have the same amount of candies or different amounts?"
   • "If I have 4 apples and give 2 to Pedro and 2 to Ana, do Pedro and Ana have the same amount of apples or different amounts?"

3. Problem Situation 2: Another situation is presented:

   • "If I have 8 balls and give 3 to Pedro and 5 to Ana, do Pedro and Ana have the same amount of balls or different amounts?"

4. Importance of the Subject: The teacher explains that the ability to compare numbers is important for many everyday situations, such as sharing toys, sharing food, understanding time (hours, minutes, seconds), and even playing some games.

5. Curiosity: The teacher can spark students' interest by sharing some curiosities about numbers and equality. For example:

   • "Did you know that there are infinite numbers, but not all are equal? Some are larger and others are smaller!"
   • "And did you know that the numbers we use every day, like 1, 2, 3, 4, 5... are called natural numbers, and they are also infinite?"

The goal of this stage is to engage students, making them realize the presence of mathematics in everyday situations. Additionally, the review and problem situations prepare the ground for the exploration of the concept of equality and inequality between numbers.

Development (20 - 25 minutes)

1. Activity 1: "Equality of Toys"

   • The teacher should divide the class into small groups of 3 to 5 students and provide each group with a box containing a mix of toys.
   • Inside the box, the teacher should place a different number of each type of toy.
   • Each group must then distribute the toys equally among the group members.
   • After the distribution, the teacher asks each student to show and count the toys they received.
   • Then, the teacher asks the class to compare the quantities of toys each student received and determine if the distribution was equal or unequal.

2. Activity 2: "Equality of Fruits"

   • In this activity, the teacher again divides the class into groups and distributes to each group a basket with different types of fruits.
   • Each group must then divide the fruits equally among the group members.
   • After the division, the teacher asks each student to show and count the fruits they received.
   • The teacher then asks the class to compare the quantities of fruits each student received and determine if the distribution was equal or unequal.

The teacher should circulate among the groups during these activities, asking questions that encourage students to think about the equality and inequality between numbers. For example, "How can you know if the numbers of toys/fruits are equal or different?" or "What can you do to make the distribution fairer?".

These practical activities allow students to explore the concept of equality and inequality in a concrete and meaningful way, applying it to real situations. Additionally, they promote teamwork, communication, and critical thinking.

3. Activity 3: "Comparing Numbers"

   • For this activity, the teacher hands out a sheet of paper with pairs of numbers written to each group.
   • Each group must then compare the numbers in each pair and determine if they are equal or different.
   • The teacher can guide students to use equal and not equal signs (= and ≠) to record their answers.
   • After comparing all pairs, the groups should exchange their sheets so that the teacher can correct them together with the class.

This final activity allows students to apply what they have learned about equality and inequality in a more abstract way, comparing numbers without the need for concrete material. At the same time, the exchange of sheets for correction promotes collaborative learning and review of the concepts learned.

Feedback (10 - 15 minutes)

1. Group Discussion:

   • The teacher should gather all students in a circle and promote a group discussion about the solutions found in the activities.
   • Each group should share their conclusions about the equality and inequality between numbers, explaining how they arrived at these conclusions.
   • The teacher should encourage students to ask questions and make comments to each other, promoting interaction and mutual learning.

2. Connection to Theory:

   • After the discussion, the teacher should connect the solutions found by students to the theory, explaining how the practical activities illustrate the concepts of equality and inequality in Mathematics.
   • The teacher can reinforce the main ideas, highlighting, for example, that equality means that two things are exactly the same, while inequality means that two things are different in quantity or quality.

3. Individual Reflection:

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.
   • Two simple questions can be used to guide this reflection:
     1. "Explain in your own words what you understood by equality and inequality between two numbers."
     2. "Give an example of a daily life situation where you could use the idea of equality and inequality that you learned today."

4. Presentation of Reflections:

   • The teacher can then invite some students to share their reflections with the class.
   • This step allows the teacher to assess students' understanding of the concept of equality and inequality and the practical application of this concept.

Feedback is a crucial stage of the lesson plan, as it allows the teacher to assess students' learning and correct any misunderstandings. Additionally, it is an opportunity for students to consolidate their knowledge and reflect on the relevance of what they have learned for their daily lives.

Conclusion (5 - 10 minutes)

1. Lesson Summary:

   • The teacher should start the conclusion by summarizing the main points covered during the lesson.
   • He can review the concepts of equality and inequality, emphasizing that in Mathematics, equality means that two things are exactly the same, while inequality means that two things are different in quantity or quality.
   • The teacher can also reinforce the strategies presented to compare numbers and determine their equality or inequality.

2. Connection of Theory and Practice:

   • Next, the teacher should highlight how the practical activities carried out during the lesson helped to illustrate and solidify the theoretical concepts.
   • He can mention that through the distribution of toys and fruits, students were able to experience equality and inequality in practice, and that through the comparison of numbers, they were able to apply these concepts in a more abstract way.
   • The teacher can emphasize that Mathematics is not only about numbers and calculations, but also about understanding concepts and applying them in real situations.

3. Suggestion of Extra Materials:

   • The teacher can suggest some extra materials for students who wish to deepen their understanding of equality and inequality.
   • This may include age-appropriate Math books, board games involving number comparison, or educational websites with interactive activities on equality and inequality.
   • The teacher should remind students that these materials are optional, but can be useful to consolidate what they have learned in the classroom.

4. Importance of the Subject:

   • Finally, the teacher should emphasize the importance of what was learned.
   • He can mention that the ability to compare numbers and determine their equality or inequality is essential for many daily activities, from sharing toys or sweets with friends to solving more complex Math problems.
   • The teacher can also explain that understanding the equality and inequality between numbers is one of the first steps towards understanding more advanced Math concepts, such as addition, subtraction, multiplication, and division.

The conclusion is a crucial part of the lesson plan, as it helps to consolidate students' learning, connect theory and practice, and contextualize the content within a broader framework. Additionally, by suggesting extra materials and emphasizing the importance of the subject, the teacher can encourage students to continue exploring and learning about the topic.