Objectives (5 - 7 minutes)

1. Understand the concept of fractions: Students should be able to understand that fractions represent parts of a whole or a quantity.

2. Identify the visual representation of fractions: Students should be able to identify and draw parts of a whole that represent fractions. This can be done through geometric figures or symbolic drawings.

3. Compare fractions and identify the greater and the smaller: Students should be able to compare fractions and identify which is greater and which is smaller. This can be done through visual observation or using the strategy of finding a common denominator.

These objectives provide the basis for the practical lesson, allowing students to interact with the concept of fractions in a tangible and meaningful way.

Introduction (10 - 12 minutes)

1. Recalling previous concepts: The teacher should start the lesson by reminding students about the notion of parts and whole. This can be done through practical examples, such as dividing a pizza into slices or sharing toys with classmates. The goal is for students to understand that a whole can be divided into equal parts.

2. Problem situations: The teacher should then present two problem situations that relate to the students' daily lives. For example, 'If we have 10 candies and want to divide them equally between 2 friends, how many candies will each one receive?' and 'If we have 8 pencils and want to divide them equally between 4 students, how many pencils will each one receive?'.

3. Contextualization: The teacher should explain that these situations are examples of when we use fractions in real life. For example, when we share food or divide objects among people. The teacher should also mention that fractions are used in many other areas besides mathematics, such as in cooking recipes, time measurements, and the arts.

4. Introducing the topic: The teacher should then introduce the topic of the lesson, explaining that fractions are used to represent parts of a whole or a quantity. To illustrate this, the teacher can show everyday objects that are divided into parts, such as a pizza, a cake, or a ruler.

5. Curiosity: To spark students' interest, the teacher can mention that fractions are used in many popular games, such as Uno and Monopoly. This can encourage students to engage more with the topic.

6. Capturing students' attention: The teacher can then present a challenge to the students, asking them to think about how to divide a chocolate bar into equal parts among an odd number of friends. This may seem difficult at first, but the teacher can reassure students, explaining that they will learn to solve such problems throughout the lesson.

Development (20 - 25 minutes)

In this stage, three practical activities will be proposed for students to explore and understand the concept of fractions. The teacher can choose one of the activities to do with the class or divide the activities among the groups of students.

1. Pizza Game:

   1.1. Preparation: The teacher will need colored cardboards, scissors, glue, and markers. Before the lesson, the teacher should draw a pizza on each cardboard and make radial cuts (in the form of slices) on some of them, so that each pizza has a different number of slices.

   1.2. Game Rules: Students will be divided into groups and each group will receive a pizza. The teacher will show a fraction (for example, 1/2) and the group that has the pizza with that fraction should cut out the corresponding slice and glue it on a board at the front of the room. The game continues until all slices have been used and the board is complete.

   1.3. Objectives: The goal of the game is for students to visualize the fraction and identify the part of the whole it represents.

2. Ice Cream Factory:

   2.1. Preparation: The teacher will need colored cardboards, scissors, and glue. Before the lesson, the teacher should draw ice cream scoops on each cardboard and make cuts in some of them, so that each cardboard has a different number of ice cream scoops and some of them with cuts.

   2.2. Game Rules: Students will be divided into groups and each group will receive a set of ice cream scoops. The teacher will show a fraction (for example, 2/3) and the group that has the ice cream scoops with that fraction should stick them on a paper to represent the fraction. The game continues until all ice cream scoops have been used.

   2.3. Objectives: The goal of the game is for students to visualize the fraction and identify the part of the whole it represents.

3. Fraction Bingo:

   3.1. Preparation: The teacher will need bingo cards with fractions written in each square (for example, 1/2, 1/3, 1/4, etc.) and chips to mark the drawn numbers.

   3.2. Game Rules: Students will be divided into groups and each group will receive a bingo card. The teacher will draw a fraction and read it to the class. The group that has the drawn fraction on their card can mark the number.

   3.3. Objectives: The goal of the game is for students to become familiar with different fractions and be able to recognize them when presented.

These are just suggestions for activities; the teacher can adapt them according to the class's reality. The important thing is to provide a playful and interactive environment for learning the concept of fractions.

Feedback (8 - 10 minutes)

1. Group discussion: The teacher should gather all students and promote a group discussion about the solutions found for the activities. Each group will have the opportunity to share their conclusions and strategies used. The teacher should encourage students to explain their reasoning, reinforcing the importance of clear and respectful communication.

2. Connection with theory: After each group presents their solutions, the teacher should make the connection between the practical activities and the theory. The teacher can highlight how the activities illustrated the concept of fractions and how students were able to visually represent the fractions. The teacher should emphasize that mathematics is not just a set of abstract rules, but something that can be explored in a practical and fun way.

3. Individual reflection: To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask two simple questions to guide students' reflection:

   • 'What did you learn today about fractions that you didn't know before?'
   • 'How can you apply what you learned today in everyday situations?'

The teacher should give a minute for students to think about the questions and then can ask for some volunteers to share their answers. This reflection step is important for students to internalize what they have learned and realize the relevance of the content to their lives.

4. Feedback and Closure: To conclude the lesson, the teacher should provide overall feedback, recognizing the effort and participation of all students. The teacher can reinforce the main points of the lesson and make it clear that learning is a continuous process. The teacher can also suggest additional study materials, such as online games about fractions, and encourage students to continue exploring the topic at home.

This feedback stage is crucial to consolidate learning, promote reflection, and motivate students for future learning.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by recapping the main points covered during the lesson. They should briefly review the concept of fractions, the visual representation of fractions, and the comparison of fractions. The teacher can recall the practical examples and activities carried out, highlighting how they helped illustrate and deepen students' understanding of the topic.

2. Connection between Theory, Practice, and Applications: Next, the teacher should emphasize how the lesson managed to connect theory (the concept of fractions) with practice (the activities carried out) and with applications in everyday life. They can mention again the everyday situations involving fractions, such as sharing food or dividing objects, and how students now have a clearer understanding of how to deal with these situations.

3. Extra Materials: The teacher can suggest some additional materials for students who wish to deepen their knowledge of fractions. This may include websites with interactive games about fractions, math books with practical exercises and fraction problems, or even cooking recipes that involve the use of fractions. The teacher can emphasize that these materials are optional but can be useful for consolidating learning.

4. Importance of the Subject: Finally, the teacher should highlight the importance of the subject for students' lives. They can mention again the various applications of fractions in everyday life, from cooking to construction. The teacher can also emphasize that the ability to understand and use fractions is fundamental for the development of more advanced mathematical skills, such as geometry and algebra.

5. Closure: To conclude the lesson, the teacher can thank the participation and effort of all students. They can reinforce that learning is a continuous process and that each lesson brings new opportunities for discovery and growth. The teacher can encourage students to continue exploring the world of fractions at home and to share their findings and challenges in the next lesson.

This conclusion stage is essential to consolidate learning, reinforce the relevance of the subject, and motivate students for future learning.