Objectives (5 - 7 minutes)

1. Develop the ability to compare sizes of objects or quantities using terms such as 'largest', 'smallest', and 'equal'.

2. Provide students with the opportunity to identify and apply comparative size terms in real situations, such as organizing objects in an order of increasing or decreasing size.

3. Stimulate analytical thinking and the resolution of mathematical problems in a playful and interactive way, through practical and group activities.

Through these objectives, students will acquire the necessary skills to understand and apply the concept of size comparison in everyday situations. The teacher must ensure that students are ready to proceed with the lesson before moving on to the next step.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about the notion of sizes and the classification of objects as large, medium, and small. This review is important so that students can understand and apply the comparative size terms that will be presented in this lesson.

2. Problem Situations: The teacher proposes two problem situations to arouse students' interest and contextualize the theme of the lesson:

   • Situation 1: The teacher brings three boxes of different sizes and asks the students which box they think can hold more toys.

   • Situation 2: The teacher presents three balls of different sizes and asks the students which ball they think is the largest.

3. Contextualization: The teacher explains that the ability to compare sizes is important in various everyday situations, such as when organizing toys, clothes, books, among others. He also emphasizes that this skill is fundamental in solving mathematical problems.

4. Capturing Students' Attention: To arouse students' curiosity and engage them with the subject, the teacher can present curiosities related to the theme:

   • Curiosity 1: The teacher can show images of animals of different sizes, such as the elephant and the mouse, and ask the students which one they think is larger and smaller.

   • Curiosity 2: The teacher can bring everyday objects, such as an orange and a watermelon, and ask the students which one they think is larger and smaller.

This introduction is important to prepare students for the content that will be presented, arouse curiosity and interest in the subject, and contextualize the importance of this concept in everyday life.

Development (20 - 25 minutes)

In this stage, the teacher should present two playful activities for students to explore and practice the concept of size comparison. The activities should be structured to allow students to experience and discover mathematical concepts on their own, with the teacher acting as a facilitator.

1. 'Painting with Sizes' (10 - 12 minutes)

   • The teacher distributes a sheet of paper to each student and a box of colored pencils containing pencils of different sizes.
   • The teacher then proposes that students draw a flower using the colored pencils, starting with the smallest colored pencil and ending with the largest colored pencil.
   • After the students finish, the teacher will walk around the tables, praising the students' work and encouraging conversation about the drawings.

2. 'Fitting Together' (10 - 12 minutes)

   • The teacher brings three or four boxes of different sizes and places them in front of the room.
   • Next, the teacher distributes to each student a set of building blocks of different sizes.
   • The teacher then proposes that students try to fit the blocks into the boxes, starting with the smallest block and ending with the largest block.
   • The teacher circulates around the room, assisting the students, praising their attempts, and encouraging communication and collaboration among them.

These activities are designed to be fun and engaging, allowing students to learn through practical experience. During the activities, the teacher should observe the students' progress, check if they are understanding the concept of size comparison, and provide feedback when necessary. It is important to remember that, although the activities are playful, they are designed to achieve specific learning objectives, and the teacher must ensure that students are engaging with the content appropriately.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • After all activities are completed, the teacher will gather all students in a large circle for a group discussion. The teacher may ask students to share their findings and conclusions from the activities.
   • Students may be encouraged to explain how they decided the order of sizes in the 'Painting with Sizes' activity and what challenges and strategies were used in the 'Fitting Together' activity.
   • The teacher should facilitate the discussion by asking questions to stimulate critical thinking and reinforce the concepts learned. For example: 'How did you decide which was the largest/smallest colored pencil/building block?' or 'Did you have to change the order of sizes at any point? Why?'.

2. Connection to Theory (3 - 5 minutes)

   • The teacher will then make the connection between the practical activities and the theory presented at the beginning of the lesson, reinforcing the concept of size comparison.
   • The teacher may, for example, ask: 'How did you use the terms 'largest' and 'smallest' in the activities?' or 'Did you notice any similarity between the activity and the situations we presented at the beginning of the lesson?'.
   • The teacher should also take this opportunity to clarify any doubts students may have and to reinforce the most important concepts.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned.
   • The teacher can ask two simple questions to guide students' reflection: 'What was most challenging for you in today's lesson?' and 'What did you enjoy most in today's lesson?'.
   • Students can share their answers with the class, if they feel comfortable, or they can simply reflect silently.

Feedback is an essential part of the lesson plan, as it allows the teacher to assess the effectiveness of instruction and learning, while providing students with the opportunity to consolidate and reflect on what they have learned. The teacher should carry out this step with attention and care, ensuring that all students feel included and valued during the group discussion.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher begins the conclusion by summarizing the main points covered during the lesson. He may review the size comparison terms ('largest', 'smallest', and 'equal') and how they were applied in the practical activities.
   • The teacher may also highlight the most important concepts learned, such as the ability to compare sizes of objects or quantities and the importance of this knowledge in solving mathematical problems and everyday situations.

2. Connection between Theory and Practice (1 - 2 minutes)

   • Next, the teacher emphasizes the relationship between the theory presented at the beginning of the lesson and the practical activities carried out. He explains that the activities were designed to allow students to explore and apply size comparison concepts concretely and meaningfully.
   • The teacher can reinforce how practice is important for understanding and applying theory, and encourage students to continue practicing what they have learned at home.

3. Additional Materials (1 minute)

   • The teacher suggests some additional materials for students who wish to deepen their knowledge on the subject. This may include math books for their age that address the topic of size comparison, interactive online games involving size comparison, or even practical activities that can be done at home, such as organizing toys or clothes by size.

4. Importance of the Subject (1 minute)

   • Finally, the teacher emphasizes the importance of the subject for everyday life and other disciplines. He explains that the ability to compare sizes is useful in many everyday situations, from organizing a closet to solving a mathematical problem.
   • The teacher may also mention that the ability to compare sizes is an important foundation for other more complex mathematical concepts, such as the notion of proportion and comparison of fractions.

The conclusion is a crucial part of the lesson plan, as it allows the teacher to consolidate students' learning, reinforce the connection between theory and practice, and highlight the importance of the subject. Additionally, by suggesting additional materials, the teacher encourages continued learning outside the classroom.