Objectives (5 - 7 minutes)

1. Understanding Cardinal and Ordinal Numbers in Spanish: The teacher should guide the students to understand and memorize cardinal and ordinal numbers in Spanish. This includes the ability to count from 1 to 100, as well as knowing how to write and pronounce ordinal numbers.

2. Application of Numbers in Daily Life: The teacher should encourage students to identify and apply numbers in everyday situations. This includes practical activities such as telling time, talking about dates, identifying numbers on license plates, among others.

3. Identification of Numbers in Texts: The teacher should promote students' ability to identify and understand numbers when reading texts in Spanish. This includes the ability to identify numbers in texts, understand their meaning, and correctly apply writing and pronunciation rules.

Secondary Objectives

1. Development of Oral Fluency: By working on number pronunciation, the teacher should aim to develop students' oral fluency in Spanish.

2. Development of Text Comprehension: By practicing reading texts with numbers, the teacher can help develop students' text comprehension skills, assisting them in interpreting the text as a whole.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of the content already studied. In this case, they should review the basic concepts of the Spanish language, such as letter pronunciation, word formation, and sentence structure. This is essential for students to understand and correctly apply numbers in Spanish.

2. Problem-Solving Scenarios: Next, the teacher can present two problem-solving scenarios to engage students. The first scenario may involve the need to tell time in Spanish, for example, "¿Qué hora es?". The second may involve the need to talk about dates, such as "Hoy es 5 de mayo".

3. Contextualization: The teacher should highlight the importance of numbers in daily life, not only for everyday tasks like telling time and talking about dates, but also in more complex situations, such as dealing with money, measurements, statistics, among others. Additionally, they can emphasize that Spanish is one of the most spoken languages in the world, being the official language in various countries, making learning numbers in Spanish a useful and relevant skill.

4. Topic Presentation: To introduce the topic in an interesting way, the teacher can share fun facts about numbers in Spanish. For example, they can mention that numbers in Spanish are generally shorter than in Portuguese, as they do not use the conjunction "e" to separate tens and units. Additionally, they can talk about the origin of numbers in Spanish, which comes from Latin, just like Portuguese.

5. Capturing Students' Attention: To capture students' attention, the teacher can start the lesson with a playful activity, such as a number guessing game, where students have to guess a number the teacher is thinking of based solely on its pronunciation in Spanish. Another option is to present a video or song in Spanish that uses numbers and ask students to identify and count the numbers that appear.

By the end of this stage, students should be motivated and prepared to learn numbers in Spanish.

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes): The teacher should begin the theory presentation by explaining that numbers in Spanish are divided into two main types: cardinal numbers and ordinal numbers.

   a. Cardinal Numbers: The teacher should explain that cardinal numbers are used to count objects, people, among others. In Spanish, the cardinal numbers from 0 to 10 are: cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez. The teacher should emphasize that the numbers from 0 to 10 are fundamental and must be memorized. Additionally, they should point out that numbers from 1 to 10 have gender (uno/un, una), just like in Portuguese.

   b. Ordinal Numbers: The teacher should explain that ordinal numbers are used to indicate the order of something or someone. In Spanish, ordinal numbers are formed from cardinal numbers, with some exceptions. The teacher should provide examples with the first ordinal numbers: primero, segundo, tercero, cuarto, quinto, sexto, séptimo, octavo, noveno, décimo. The teacher should emphasize that ordinal numbers are used less frequently than cardinal numbers, but are equally important.

   c. Numbers from 11 to 100: The teacher should explain that, starting from the number 11, the formation of numbers in Spanish follows a simple logic. The teacher should show the formation rule (number + y + number): once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte, veintiuno, veintidós, veintitrés, veinticuatro, veinticinco, veintiséis, veintisiete, veintiocho, veintinueve, treinta, cuarenta, cincuenta, sesenta, setenta, ochenta, noventa, cien.

   d. Large Numbers: The teacher should explain that, from cien (100) onwards, numbers in Spanish follow the same formation logic as in Portuguese. The teacher should demonstrate the formation of larger numbers, such as ciento uno, doscientos, trescientos, cuatrocientos, quinientos, seiscientos, setecientos, ochocientos, novecientos, mil, etc.

2. Guided Practice (5 - 7 minutes): After the theory presentation, the teacher should lead a guided practice where students will repeat the pronunciation of numbers in Spanish after the teacher and write the numbers in their notebooks. The teacher should correct errors and reinforce key points.

3. Application of Numbers in Daily Life (5 - 6 minutes): The teacher should then show students how to apply numbers in everyday situations, such as telling time, talking about dates, identifying numbers on license plates, among others. The teacher can provide examples of real-life situations and ask students to try to solve them. For example, the teacher can say "Son las dos y cuarto" and ask students to say the time in Spanish. Or the teacher can show a date written in Spanish (for example, "Hoy es el 25 de diciembre") and ask students to say the date in Spanish.

4. Identification of Numbers in Texts (3 - 4 minutes): Finally, the teacher should show students how to identify and understand numbers when reading texts in Spanish. The teacher can bring a simple text, such as a poem or a song, and ask students to identify the numbers. The teacher should reinforce the writing and pronunciation rules of numbers, and correct students' errors.

By the end of this stage, students should have acquired the necessary theoretical knowledge about numbers in Spanish and should be able to apply this knowledge practically, both in oral and written form.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should facilitate a group discussion so that students can share their insights and doubts about the content learned. The teacher should encourage students to express their opinions and ask questions. To do this, they can use targeted questions, such as "What was the most difficult concept to understand?" or "How do you think you can apply what you learned about numbers in Spanish in your daily life?".

2. Connection with Theory (2 - 3 minutes): The teacher should then make the connection between the theory presented and the practice carried out. For example, they can show how the formation rule of numbers in Spanish (number + y + number) was applied in practice during the lesson. Additionally, the teacher can highlight how the ability to count and identify numbers in Spanish is fundamental for effective communication in this language.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned during the lesson. To do this, they can ask questions like "What was the most important concept learned today?" or "What questions have not been answered yet?". Students should write down their answers on a piece of paper or in their notebooks.

4. Feedback (1 minute): The teacher should provide feedback to students about the lesson, praising their efforts and progress, and providing guidance on how they can improve. Additionally, the teacher should answer any remaining questions and clarify any doubts students may still have.

5. Homework Assignment (1 minute): Finally, the teacher should propose a homework assignment that allows students to practice what they learned during the lesson. This may include activities such as writing numbers from 1 to 100 in Spanish, counting aloud from 1 to 100 in Spanish, or trying to tell time and talk about dates in Spanish. The teacher should clearly explain what is expected of students and when the assignment should be submitted.

By the end of this stage, students should have had the opportunity to reflect on what they learned, express their insights and doubts, and receive feedback from the teacher. Additionally, they should be motivated and prepared to continue learning about numbers in Spanish.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by summarizing the topics covered. They should remind students about the difference between cardinal and ordinal numbers, the formation of numbers in Spanish, and their application in everyday life and text reading. They should emphasize key points and reinforce the most important concepts.

2. Connection with Practice (1 - 2 minutes): The teacher should then highlight how the theory presented in the lesson is directly linked to practice. They should show how students were able to apply the knowledge acquired in real situations, such as telling time, talking about dates, and identifying numbers in texts. They should also emphasize how guided practice helped reinforce theoretical learning.

3. Extra Materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge of numbers in Spanish. This may include exercise books, language learning websites, mobile apps, educational videos, among others. The teacher should remind students that consistent practice is essential for effective learning.

4. Relevance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject learned for students' daily lives. They should remind them that numbers are used in many everyday situations, not only for counting, but also for measuring, calculating, identifying, among others. Additionally, they should reinforce that Spanish is a widely spoken language in the world, and that knowledge of numbers in this language can be useful in many situations, such as in travel, studies, business, among others.

5. Closure (1 minute): To conclude, the teacher should thank the students for their participation and effort during the lesson. They should encourage them to continue studying and practicing, and to ask questions whenever necessary. The teacher should remind students about the homework assignment and provide final instructions on submission.

By the end of this stage, students should have had the opportunity to review and consolidate what they learned, receive guidance for autonomous study, and understand the relevance of the subject learned for their daily lives and for their development as Spanish speakers.