Objectives (5 - 7 minutes)

1. Understanding the concept of data: The main objective is to ensure that students understand what data is. They should learn that data is information collected and organized to help better understand a situation or problem.

2. Identification of data types: Students should be able to identify different types of data, such as numerical data (like numbers of people or ages) and categorical data (like colors or flavors). They should learn the difference between these two types and how they can be represented.

3. Introduction to reading and interpreting data: Finally, students should be introduced to the concept of reading and interpreting data. They should learn how to read and understand the information presented by the data, and how to use this information to answer questions or solve problems.

Students will be encouraged to participate actively, asking questions, sharing their ideas, and collaborating with their peers. The teacher should ensure that all students have a clear understanding of these objectives before proceeding with the lesson.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of counting and classification, which are fundamental to understanding the reading and interpretation of data. A quick activity can be proposed, where students are invited to count and classify objects in the classroom.

2. Problem situations: Next, the teacher should present two problem situations that will be solved throughout the lesson: a) How many students in the class have a pet? b) What is the most common eye color in the classroom? These problem situations should be relevant to the students' reality and pique their interest in the subject.

3. Contextualization: The teacher should explain that reading and interpreting data is a very important skill in everyday life. For example, when we go to the supermarket and see a bar graph showing the amount of sugar in different cereals, we are using this skill. Or when we watch a soccer game and see the standings table, we are also interpreting data.

4. Introduction to the topic: To introduce the topic in an interesting way, the teacher can share two curiosities: a) Reading and interpreting data is a skill that people have been using for thousands of years. For example, the ancient Egyptians used hieroglyphs to record information about crops and trade. b) Nowadays, with the advancement of technology, we have many different ways to collect and present data. For example, we can use a mobile app to track the number of steps we take per day, and then see this data in a graph.

This introduction should serve to arouse students' curiosity and interest in the subject, and to prepare them for the concepts that will be presented in the next stage.

Development (20 - 25 minutes)

1. Theory: What are data? (5 - 7 minutes)

   • The teacher should start this stage by presenting the definition of data, explaining that they are information collected and organized to facilitate the understanding of a situation or problem.
   • Using concrete examples, the teacher should demonstrate that everything around us is data: clothing colors, page numbers in a book, numbers of students in the classroom, etc.
   • He should explain that data can be of two types: categorical, which represent characteristics or qualities (like color, flavor, name) and numerical, which present quantities or numbers (like age, number of siblings).
   • The teacher should reinforce that data collection and its subsequent reading are essential for decision-making and problem-solving in many aspects of our daily lives.

2. Activity: Collecting data in the classroom (10 - 12 minutes)

   • The teacher should divide the class into small groups and assign each of them a data collection task. For example, one group may be responsible for collecting data on the colors of clothing that students are wearing; another may collect data on the types of shoes that students are wearing.
   • Each group should receive a record sheet to write down the collected data. The teacher should move around the room to help the students, if necessary.
   • After all groups have completed the task, the teacher should gather the class and ask each group to present their data. This will give students the opportunity to hear different types of data and reinforce the understanding of the difference between categorical and numerical data.

3. Theory: Representing data (5 - 6 minutes)

   • The teacher should explain that once data is collected, it needs to be organized in a way that we can easily understand.
   • He should then present two common ways of representing data: bar graphs (for categorical data) and tables (for numerical data).
   • The teacher should make an example of each type of representation, using the data collected by the students in the previous activity. This will help reinforce the students' understanding of how data can be organized and represented.

4. Activity: Creating bar graphs and tables (5 - 6 minutes)

   • The groups should now be tasked with creating a bar graph and a table with the data they collected.
   • The teacher should provide paper and colored pencils so that students can draw the graphs and tables.
   • The teacher should move around the room, offering guidance and help as needed.
   • After the activity is completed, the teacher should give the opportunity for each group to present their graph and table to the class.

These activities should allow students to apply what they have learned about data collection and representation in a practical and meaningful way. Additionally, by working in groups, they will also be developing collaboration and communication skills.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and ask each group to share what they discovered while collecting, organizing, and representing the data. During the presentations, the teacher should encourage students to ask questions and make comments about the graphs and tables presented, thus promoting critical thinking and effective communication. The teacher can also ask questions that lead students to reflect on what they have learned, such as