Objectives (5 minutes)

1. Understand the concept of research and data collection: Students should understand what research is, why it is important, and how data is collected.

2. Learn to read and interpret simple graphs and tables: At this stage, students should learn to read and interpret simple graphs and tables, understanding what each part represents and how the information is organized.

3. Apply the acquired knowledge in practical situations: Finally, students should be able to apply what they have learned in practical situations, creating their own graphs and tables and using them to communicate information.

Introduction (10 - 15 minutes)

1. Review of previous contents:

   • The teacher should start the class by reminding students of basic math concepts that will be necessary for understanding the current topic. This may include counting objects, the notion of more and less, and the representation of numbers on a number line.

2. Contextualized problem situations:

   • The teacher should present two problem situations that arouse the interest and curiosity of the students, both related to the students' daily lives:
     • First situation: 'Imagine you are organizing a party in the classroom and need to decide what is the class's favorite candy. How would you find that out?';
     • Second situation: 'The teacher wants to know how many students prefer going to the park instead of doing an activity in the classroom. How can she find that out without asking each student individually?'

3. Contextualization of the topic's importance:

   • The teacher should explain that the ability to collect and interpret data is very important in daily life. For example, when going to the supermarket, prices and quantities are often represented in graphs and tables. Similarly, at home, when planning a party, it is necessary to collect data about the guests and their preferences to make decisions. The teacher can share other everyday situations that illustrate the importance of this topic.

4. Introduction to the topic:

   • To introduce the topic, the teacher can share some curiosities or real-world examples involving data collection and representation. For example, they can show a graph representing the most popular pets in different countries, or a table showing the best-selling car colors in a certain year. These examples can be used to start a discussion on how this information was collected and how we can read and interpret these representations.

Development (20 - 25 minutes)

1. Data Collection Game:

   • The teacher starts a playful activity that involves the class in data collection. For this, they can propose the following game: 'Guess the Character'.
   • Necessary materials: cards with images of characters from cartoons, movies, or books known to the students (for example: Monica, Smurfs, Disney Princesses, etc.).
   • How to play: The teacher divides the class into small groups and distributes one card to each group. Each group must ask yes or no questions to the others to try to guess which character is on the card they were given.
   • After each question, the teacher should record the students' answers in a simple table drawn on the board, for example: 'Does the character have blonde hair? [ ] Yes [ ] No', 'Does the character wear a hat? [ ] Yes [ ] No', etc.
   • At the end of the game, the teacher helps the students to read and interpret the table, checking which characteristics were more and less common among the characters.

2. Construction of Graphs in the Classroom:

   • The teacher proposes a group activity to build graphs to reinforce the concept of data representation.
   • Necessary materials: papers, colored pencils, ruler.
   • The teacher suggests that each group creates a graph to represent the information collected during the 'Guess the Character' game. It can be a simple bar graph or a column chart, where each bar/column represents a specific characteristic.
   • The teacher guides the students to draw a vertical axis representing the quantity of characters with a certain characteristic, and a horizontal axis representing the characteristics of the characters.
   • Once the graphs are constructed, the teacher helps the students to interpret them, discussing which characteristics appear more and less frequently, and how this relates to the questions asked during the game.

3. Reading Graphs and Tables in the Textbook:

   • The teacher uses the class's textbook to present examples of graphs and tables, explaining how they are organized and how the information is represented.
   • Necessary materials: textbook.
   • The teacher chooses one or two pages of the book that contain graphs and tables and, together with the students, reads and interprets the represented information.
   • The teacher highlights the different parts of a graph/table (title, axes, legend, etc.) and how each part helps in understanding the information.
   • The teacher also discusses with the students the advantages and disadvantages of using graphs and tables to represent data, comparing them with other methods of representation, such as lists or narratives.

4. Recording Learnings in the Notebook:

   • At the end of the class, the teacher should suggest that the students record the main learnings of the day in their notebooks. This may include the definition of research, the importance of data collection, reading and interpreting graphs and tables, and the application of this knowledge in practical situations.
   • The teacher should walk around the classroom, checking the students' notes, clarifying doubts, and reinforcing the concepts learned, if necessary.

Return (10 - 15 minutes)

1. Group Discussion:

   • The teacher gathers all students in the large group and promotes a discussion about the solutions found by each group during the activities. This includes the table and graph built during the 'Guess the Character' game and the reading of graphs and tables in the textbook.
   • Each group has the opportunity to present their results and share their thinking strategies. The teacher should encourage students to express their opinions, ask questions, and comment on their peers' solutions.

2. Connection with Theory:

   • The teacher then makes a connection between the practical activities carried out in the classroom and the theory discussed at the beginning of the class. They should emphasize how the activities helped to better understand the concept of research, data collection, reading and interpreting graphs and tables.
   • The teacher can ask the students: 'How do you think the activities we did today can help us in everyday situations or in other subjects?'. This helps to reinforce the importance of what was learned and the practical application of knowledge.

3. Final Reflection:

   • To end the class, the teacher proposes that the students reflect for a minute on what they have learned. They can ask two simple questions to guide this reflection:
     • First question: 'What was the most interesting part of today's class for you? Why?';
     • Second question: 'How can you use what you learned today outside the classroom?'.
   • The teacher can ask some students to share their answers with the class, thus promoting the exchange of ideas and valuing the diversity of thoughts.

4. Teacher's Feedback:

   • Finally, the teacher provides general feedback on the students' participation and performance during the class. They praise the students' involvement, creativity in problem-solving, and group collaboration. Additionally, they identify areas that can be improved and suggest extra activities to deepen the understanding of the topic, if necessary.

5. Class Closure:

   • The teacher ends the class by thanking everyone for their participation and effort, reinforcing the importance of what was learned for daily life and continuous learning. They may suggest that students practice reading and interpreting graphs and tables at home, observing examples in magazines, newspapers, books, and on the internet.

The return is a crucial stage to consolidate learning, allow students to make connections between theory and practice, and promote reflection and self-awareness. Additionally, it is an opportunity for the teacher to assess the effectiveness of the class and make adjustments, if necessary, for the next classes.

Conclusion (5 - 10 minutes)

1. Summary of Contents:

   • The teacher should start the conclusion by recalling the main points covered during the class. This includes the concept of research, data collection, reading and interpreting graphs and tables, and the application of this knowledge in practical situations.
   • The teacher can ask review questions to check the students' understanding, such as 'What is research?'; 'How can we collect data?'; 'How can we represent data in a graph or table?'; 'How can we interpret a graph or table?'; 'Why is the ability to collect and interpret data important?'.

2. Connection between Theory and Practice:

   • The teacher should explain how the class connected theory, practice, and real-world applications. They can mention the activities carried out, such as the 'Guess the Character' game and the construction of graphs, and how these activities illustrate the application of theoretical concepts.
   • The teacher can also highlight how reading and interpreting graphs and tables are important in various everyday situations, such as reading a news article, planning a party, or shopping.

3. Extra Materials:

   • The teacher can suggest some extra materials for students who wish to deepen their knowledge. This may include educational websites with games and interactive activities on the topic, children's books that address the topic in a playful way, and explanatory videos available on the internet.
   • For example, the teacher may mention the website 'Escola Games' (www.escolagames.com.br), which has several educational games on mathematics, including data collection games and graph construction.

4. Importance of the Subject:

   • Finally, the teacher should reinforce the importance of what was learned, explaining that the ability to collect and interpret data is fundamental not only in mathematics but in many other areas of knowledge and practical life.
   • The teacher can cite concrete examples from students' daily lives, such as choosing a toy, organizing a party, or deciding on a place to visit, to illustrate how these skills are used in real situations.

The conclusion is an important stage to consolidate learning and help students make connections between the concepts learned, the activities carried out, and the applications in the real world. Additionally, by suggesting extra materials and reinforcing the importance of the subject, the teacher stimulates students' interest in the topic and continuous learning.