Objectives (5 - 7 minutes)

1. Familiarize students with the counting of natural numbers less than 100, allowing them to understand numerical progression and the order of magnitude of numbers.
2. Develop students' ability to identify and count natural numbers less than 100 in ascending and descending sequences, applying counting logic and understanding numerical patterns.
3. Stimulate active student participation through practical activities involving counting everyday objects, reinforcing the application of mathematical concepts in daily life.

The objectives are designed to ensure that students are engaged in the lesson, understand the importance of counting, and feel motivated to apply what they have learned in practical situations. The teacher should clarify that counting is an essential skill in everyday life and is used in various activities, from counting objects to solving more complex mathematical problems.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher will start the lesson by reminding students about counting natural numbers less than 20 and the numerical sequence from 1 to 20. This can be done through quick games such as 'Sing the Sequence' or 'Find the Number,' where students must identify the called or missing number in the sequence.

2. Problem Situations: Next, the teacher will present two problem situations to instigate students' curiosity and mathematical thinking:

   • If a bee visits 10 flowers per day, how many flowers will it have visited in 1 week?
   • If an ant walks 5 cm per minute, how many meters will it have walked in 1 hour?

3. Contextualization: The teacher will explain that to solve these situations, we need a very important skill: counting. They will emphasize that counting is an essential skill in many daily activities, from counting toys to solving mathematical problems.

4. Introduction to the Topic: The teacher will then introduce the lesson topic - counting natural numbers less than 100 - with two curiosities:

   • 'Did you know that there are more than 90,000 species of bees in the world? We can use counting to study them!'
   • 'And that the average speed of an ant is 4 cm per second? With counting, we can calculate the distance it travels in different periods of time.'

5. Capturing Students' Attention: To capture students' attention, the teacher can share some fun facts:

   • 'Did you know there are 60 seconds in 1 minute? And 60 minutes in 1 hour? And 24 hours in 1 day? That's why we use the time system we use today!'
   • 'And have you heard of a thousand? It's a very large number, composed of 1,000 units. Imagine how many ants would fit in a thousand!'

By the end of this stage, students should be curious and motivated to learn more about counting natural numbers less than 100. The teacher should reinforce the idea that mathematics is useful and interesting, and that they can use it to solve real-world problems.

Development (20 - 25 minutes)

The teacher will have several activity options to choose from in this stage of the lesson plan. All activities are designed to help students develop their skills in counting natural numbers less than 100 and can be adapted to meet the specific needs of the class.

1. Activity: 'Number Race'

   • The teacher will draw a long straight line on the classroom floor, marked with numbers from 1 to 100 in random order.
   • Students will be divided into groups, and each group will receive an object (such as a small ball or a figurine) that they must move along the number line in ascending order.
   • The goal of the activity is for students, in their groups, to count the numbers out loud as they move the object along the number line.
   • After counting up to 100, the group that finishes first will be the winner, but all groups will be encouraged to continue to the end to practice counting all numbers from 1 to 100.
   • The teacher should move between groups, observing and assisting as needed.

2. Activity: 'Bee's Adventure'

   • The teacher will draw a large bee on paper and cut it into several pieces, each with a number from 1 to 100.
   • Students will be divided into groups, and each group will randomly receive a piece of the bee with a number.
   • The goal of the activity is for students, in their groups, to arrange the bee pieces in ascending (or descending, depending on the need) order.
   • After completing the task, each group should explain how they organized the numbers, and the teacher can lead a discussion about the different methods used.
   • This activity not only allows students to practice counting but also reinforces the notion of numerical sequence.

3. Activity: 'Snail's Journey'

   • The teacher will prepare a set of cards with numbers from 1 to 100, distribute them randomly among the students, and place a toy snail in the center of the classroom.
   • The goal of the activity is for each student, in turn, to move the snail along the numerical sequence, stopping at their card's number and saying it out loud.
   • While the snail 'travels,' other students can follow the counting and check if it is correct.
   • This activity is a fun way to practice counting and also helps develop patience and the ability to wait for their turn.

By the end of this stage, students should have gained more confidence in their ability to count natural numbers less than 100 and in their understanding of numerical sequence. The teacher should reinforce learning by highlighting the numerical patterns that emerged during the activities. Additionally, the teacher should take the opportunity to reinforce the importance of continuous practice and teamwork.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher will gather all students and lead a group discussion on the solutions and strategies found in each of the activities. They will ask each group how they managed to count numbers from 1 to 100 (or vice versa), what difficulties they encountered, and how they overcame them. This will allow students to share their learning experiences and learn from each other.

2. Connection to Theory: Next, the teacher will make the connection between the activities and theory, explaining how the strategies used by students reflect the mathematical concepts learned. For example, they may highlight how the 'Number Race' activity helped reinforce the idea of numerical sequence, while the 'Bee's Adventure' demonstrated the application of counting in real life.

3. Final Reflection: To consolidate learning, the teacher will propose that students reflect for a minute on what they learned in the lesson. They will ask two simple questions:

   • 'What do you think was the most important part of what we learned today about counting numbers less than 100?'
   • 'How can you use counting in your daily life?'

4. Teacher Feedback: After students' reflection, the teacher will provide overall feedback on the lesson, praising students' efforts and achievements and highlighting areas that may need more practice. They will also reinforce the importance of counting natural numbers less than 100, reminding students that this is a fundamental skill they will use in many different situations.

5. Closure: To conclude the lesson, the teacher will thank all students for their participation and effort, reinforcing the idea that mathematics can be fun and interesting. They may encourage students to continue exploring mathematical topics at home and share their discoveries in the next lesson.

This feedback is a crucial stage of the lesson plan as it helps consolidate learning, reflect on learning experiences, and connect theory with practice. The teacher should ensure that all students have the opportunity to speak and that their contributions are respected. Additionally, the teacher should use this stage to assess students' understanding of the lesson topic and identify any areas that may need further review or practice.

Conclusion (5 - 7 minutes)

1. Summary of Contents: The teacher will start the conclusion by reviewing the main points covered in the lesson. They will highlight the importance of counting in problem-solving and daily life, the numerical sequence from 1 to 100, and the ability to count in ascending and descending order. The teacher can do this through a question-and-answer summary, asking students to respond orally to the questions to verify understanding.

2. Theory-Practice Connection: The teacher will explain how the activities carried out in the lesson connected theory (counting natural numbers less than 100) with practice. They may highlight how the 'Number Race' activity helped reinforce the idea of numerical sequence, how the 'Bee's Adventure' demonstrated the application of counting in real life, and how the 'Snail's Journey' allowed students to practice counting in a fun and interactive way.

3. Extra Materials: The teacher will suggest some extra materials for students to deepen their understanding of the lesson topic. This may include illustrated math books, interactive online counting games, and counting activities to do at home with family. The teacher may also recommend some reliable educational websites that offer free resources for math practice.

4. Importance of the Subject: Finally, the teacher will emphasize the importance of counting natural numbers less than 100, not only in mathematics but also in many aspects of daily life. They may mention examples such as counting money, telling time, counting objects in a room, and even counting people in a group. The teacher will encourage students to practice counting in their daily routines to reinforce what they learned in the lesson.

5. Closure: To end the lesson, the teacher will thank all students for their participation and effort, reinforcing the idea that mathematics can be fun and interesting. They may encourage them to continue exploring mathematical topics at home and share their discoveries in the next lesson.

This conclusion will allow students to review and consolidate what they learned in the lesson and motivate them to continue learning and exploring mathematics outside the classroom. The teacher should ensure that all students understand the concepts presented and are prepared for the next stage of learning.