Objectives (5 - 7 minutes)

1. Understanding the concept of greater and lesser: Students should be able to identify and differentiate between the concepts of greater and lesser in numerical terms. They should be able to apply this concept to numbers with one to three digits, using concrete materials such as building blocks or number cards.

2. Solving comparison problems: Students should be able to solve comparison problems involving numbers with one to three digits. This will involve reading, interpreting, and problem-solving skills, as well as the application of the concept of greater and lesser.

3. Developing logical reasoning skills: Through interactive and playful activities, students should be able to develop logical reasoning skills, especially in the context of comparing and classifying numbers.

Secondary Objectives:

• Promoting collaboration and teamwork: During practical activities, students will be encouraged to work in pairs or small groups, promoting collaboration and cooperation among them.

• Stimulating curiosity and the desire to learn: The lesson plan will include activities that are fun and engaging for students, in order to stimulate their curiosity and desire to learn more about the topic.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher begins the lesson by reviewing basic concepts that are fundamental to understanding the current topic. This may include recalling what numbers are and how they are represented, as well as the idea that each number has a value. The teacher can use practical examples, such as counting objects in the classroom or organizing students in lines of different sizes, to reinforce these concepts.

2. Intriguing problem situations: The teacher then presents two problem situations designed to pique students' interest and prepare them for the lesson topic. For example, he may ask students: 'If I have 5 candies and you have 3, who has more candies?' or 'If I have 7 pencils and you have 4, who has fewer pencils?'. These simple but relevant questions to students' everyday lives help establish the foundation for the discussion on the concept of greater and lesser.

3. Contextualization of the topic: The teacher then explains to the students why they need to learn about the concept of greater and lesser. He may say that knowing which number is greater or lesser is important for many things, such as playing a card game, sharing toys with friends, or even helping at home, for example, when dividing a snack equally among siblings. These practical examples help connect them with the importance of the topic.

4. Introduction to the topic with curiosities: To make the introduction of the topic more interesting, the teacher can share some curiosities or fun facts about the concept of greater and lesser. For example, he may mention that, in mathematics, the symbol '>' is used to represent 'greater than' and the symbol '<' to represent 'less than'. He may also mention that, in fact, the idea of greater and lesser exists in many other areas besides mathematics, such as in music (musical notes) or in language (alphabet letters). These facts can surprise students and make them more interested in learning more about the topic.

Development (20 - 25 minutes)

The teacher should select and prepare in advance the practical and playful activities to be carried out by the students. Below are three suggestions for activities that can be done in the classroom to help students understand the concept of greater and lesser in numerical terms.

1. Activity: Greater/Lesser game with number cards

   • The teacher prepares a set of numbered cards from 1 to 10, with at least 3 copies of each number. In total, there will be 30 cards.

   • Students are divided into small groups, each with a set of cards.

   • The game will consist of each student in the group, in turn, picking a card and, without showing it to their peers, writing on a sheet whether the number they picked is greater or lesser than the previous number.

   • After all students have made their choice, they all show their cards. The student with the higher number (or lower, depending on the round) wins those cards.

   • The game continues until all cards are used. The winner is the one with the most cards at the end.

   • During the game, the teacher should walk around the room, observe the students' strategies, and assist them if necessary.

2. Activity: Organizing numbers in ascending or descending order

   • The teacher distributes to each group of students a set of cards numbered from 0 to 9 and a strip of paper.

   • Each student must draw a number and, without showing it to their peers, place it on the strip of paper.

   • Then, students must exchange their strips of paper with their peers and, together, organize the numbers in ascending or descending order.

   • Students must justify their choices, explaining why they think one number is greater or lesser than the other.

3. Activity: Comparison of quantities with concrete objects

   • The teacher distributes to each group of students a set of concrete objects. These objects can be cubes of different colors, game chips, or any other available material.

   • Each student must take a quantity of objects and, without showing it to their peers, organize them into two piles: 'greater' and 'lesser'.

   • Then, the student must justify their choices, explaining why they think one pile has more (or fewer) objects than the other.

   • Students can exchange their piles with their peers and discuss their choices.

The teacher can choose one or more of these activities for implementation in the classroom, depending on the available time and the dynamics of the class. The idea is for the activities to be playful and for students to have fun while learning about the concept of greater and lesser.

Feedback (8 - 10 minutes)

1. Group discussion about the solutions found: After the completion of the practical activities, the teacher should gather all students in a large circle and promote a group discussion. Each group will have the opportunity to share their solutions and the strategies they used to solve the problems. It is important for the teacher to encourage all students to participate, valuing their contributions and clarifying any doubts that may arise.

2. Connection between practice and theory: During the discussion, the teacher should ask questions that help students connect the practical activity with the theoretical concept of greater and lesser. For example, he may ask: 'How did you decide which number was greater or lesser in the games you played?' or 'What did you learn about comparing quantities when making stacks of objects?'. These questions help reinforce learning and consolidate students' understanding of the topic.

3. Reflection on learning: To conclude the lesson, the teacher should propose that students reflect on what they have learned. He can do this through two simple questions:

   • 'What was easier for you: comparing numbers or quantities? And what was more difficult?'
   • 'How can you use what you learned today in your lives, outside the classroom?'

   The teacher should give students enough time to think about their answers and then may invite some of them to share their reflections with the class. This reflection step is important so that students can evaluate their own learning and realize the relevance of what they have learned for their daily lives.

4. Teacher feedback: During the group discussion and reflection, the teacher should be attentive to provide feedback to students. He can praise their effort and participation, reinforce the main ideas that were learned, and correct any misconceptions that may arise. Teacher feedback is crucial to the students' learning process, as it helps them feel valued and understand what they need to improve.

By the end of the feedback session, students should have consolidated their understanding of the concept of greater and lesser and had the opportunity to apply this concept in real situations. They should also feel confident to continue exploring the topic in future activities and lessons.

Conclusion (5 - 7 minutes)

1. Summary of key points: The teacher should start the conclusion by summarizing the key points covered in the lesson. He should recall the concept of greater and lesser, and how it can be applied to numbers with one to three digits. The teacher can do this through a quick review of some of the examples and problem situations presented during the lesson.

2. Connection between theory and practice: Next, the teacher should highlight how the practical activities carried out during the lesson helped illustrate and deepen the understanding of the concept of greater and lesser. He can mention, for example, how the greater/lesser game with number cards allowed students to experience and visualize number comparison in a playful and interactive way.

3. Suggestion of complementary materials: The teacher can then suggest some additional materials that students can explore at home to enhance their understanding of the subject. This may include children's math books that address the concept of greater and lesser, interactive online games that allow students to practice number comparison, or even practical activities that can be done at home with the help of an adult, such as comparing the size of different food or toy packages.

4. Importance of the subject: To conclude, the teacher should reinforce the importance of the concept of greater and lesser in students' daily lives. He can mention how the ability to compare and classify numbers is fundamental not only for mathematics but also for many other areas, such as problem-solving, decision-making, and understanding the world around them. The teacher can also reiterate that, with practice, students will be able to apply this concept more effectively and accurately.

5. Closing the lesson: To conclude the lesson, the teacher should thank everyone for their participation and encourage students to continue exploring and learning about the wonderful world of mathematics. He can also suggest that students briefly reflect on what they learned in the lesson and how they can apply this knowledge in future situations.