Objectives (5 - 7 minutes)

1. Main Objective:

   • Teach students the skill of reading and interpreting different types of data, such as graphs, tables, and line diagrams, and how this data can be used to answer specific questions.

2. Secondary Objectives:

   • Develop students' ability to ask questions about the data presented, stimulating critical thinking and curiosity.
   • Encourage collaboration among students through group activities, where they can discuss and share their ideas and findings.
   • Promote the use of technology, such as the internet and educational apps, to deepen students' learning and understanding of the topic.

The teacher should clearly explain these objectives to the students, ensuring they understand what will be learned and why it is important. Additionally, the teacher should emphasize the importance of active student participation and collaboration during the lesson.

Introduction (10 - 12 minutes)

1. Recalling Concepts:

   • The teacher should start the lesson by reminding students of the basic math concepts they have already learned, such as numerical counting, addition, subtraction, and how to represent these concepts in simple graphs.
   • The teacher can present examples of everyday situations where graphs and tables are used, such as a table of soccer game scores or a graph showing the growth of a plant over time.
   • Students will be invited to share their experiences with graphs and tables, if they have any, and briefly explain what they understand by these concepts.

2. Problem Situations:

   • The teacher can then present two problem situations that will be used during the lesson. For example, 'What is the most popular fruit in our classroom?' and 'How many students like math and how many do not?'.
   • The teacher should make it clear that they will use graphs and tables to answer these questions, making math much more interesting and fun.

3. Contextualization:

   • The teacher should explain that the ability to read and interpret data is very important in everyday life, whether for analyzing survey data, such as elections, or for making data-based decisions, such as choosing which fruit to buy at the supermarket.
   • The teacher can share examples of how adults use these skills in their daily lives, such as when planning a birthday party and needing to know how many guests will attend and what their favorite foods and drinks are.
   • The teacher can also mention that many jobs nowadays involve data analysis, and that learning these skills now can be very useful in the future.

4. Capturing Students' Attention:

   • To make the lesson more interesting, the teacher can share some curiosities about reading and interpreting data. For example, the teacher can mention that the first known table was created by the ancient Egyptians over 4,000 years ago, and that the first line graph was created by William Playfair in 1786.
   • The teacher can also present some stories of how data interpretation was important in real life, such as using graphs and tables to track the spread of diseases or to understand climate changes.

By the end of this stage, students should have a clear understanding of what will be learned in the lesson and why it is important. They should also be excited to start exploring and interpreting data.

Development (20 - 25 minutes)

During this phase, students will work in groups to deepen their knowledge of reading and interpreting data, with the guidance of the teacher. They will have the opportunity to explore different types of data and find answers to the problem situations presented in the introduction. The goal is for students to become more independent in their learning, with the teacher acting as a facilitator.

1. Group Formation:

   • The teacher will organize students into groups of 4 to 6 members, ensuring a mix of skills and personalities in each group.
   • Students will be asked to choose a group coordinator, whose role will be to ensure that all group members have the opportunity to participate and that tasks are completed within the established time.

2. Presentation of Resources:

   • The teacher will present students with a variety of resources to deepen their study of reading and interpreting data. These may include textbooks, activity sheets, online math games, educational videos, and real graphs and tables from newspapers or magazines.
   • The teacher should encourage students to freely explore these resources, choosing those that interest them the most and that best suit their learning style.

3. Group Activity 1: 'The Most Popular Fruit':

   • Each group will receive an activity sheet with the description of the first problem situation: 'What is the most popular fruit in our classroom?'
   • Students will be guided to use the data collected by the teacher (quantity of each fruit brought by students for snack) and to organize this data into a graph or table.
   • They should then interpret this data to answer the problem situation. For example, if most students brought oranges, they may conclude that oranges are the most popular fruit in the classroom.

4. Group Activity 2: 'Like or Dislike Math':

   • Each group will receive a second activity sheet with the description of the problem situation: 'How many students like math and how many do not?'
   • Again, students will be guided to organize the data (responses from their classmates to the central question) into a graph or table, and to interpret this data to answer the problem situation.

5. Discussion and Reflection:

   • The teacher should circulate around the room, observing the progress of each group and offering support as needed.
   • After the activities are completed, the teacher should facilitate a whole group discussion, allowing each group to present their findings and conclusions.
   • The teacher should encourage students to make connections between the different solutions presented, highlighting the strategies and approaches used by each group.
   • Finally, the teacher should help students reflect on what they learned during the activity and how this knowledge can be applied in other situations.

By the end of this stage, students should have a stronger understanding of how to read and interpret different types of data, and should feel confident in their ability to use graphs and tables to answer specific questions.

Return (8 - 10 minutes)

1. Group Discussion:

   • The teacher should start a whole group discussion, asking each group to share their solutions and conclusions for the two problem situations presented.
   • During this discussion, the teacher should ask questions that encourage students to explain their strategies and justify their answers. For example, 'Why did you choose this type of graph/table?' or 'How do you know that this is the most popular fruit?'
   • The teacher should also point out the different approaches used by the groups, highlighting the diversity of thinking and the importance of considering different perspectives when analyzing data.

2. Connection to Theory:

   • After all groups have shared their solutions, the teacher should review the theoretical concepts covered in the lesson, connecting them to the practical activities carried out by the students.
   • For example, the teacher can point to a graph created by one of the groups and ask the class, 'How can we read the information in this graph?' or 'What does this graph tell us about the most popular fruit in the classroom?'
   • The teacher should reinforce the idea that math is not just about numbers, but also about how we can organize and interpret information to answer questions.

3. Final Reflection:

   • To conclude the lesson, the teacher should propose that students reflect on what they learned. Two simple questions can be asked:
     1. 'What was the most interesting or surprising thing you discovered while reading and interpreting the data today?'
     2. 'How can you use what you learned today in everyday life or in other school subjects?'

4. Teacher Feedback:

   • The teacher should take this opportunity to praise the efforts and achievements of the students, highlighting the strengths of each group and offering constructive suggestions for future improvements.
   • The teacher can also reinforce the importance of teamwork, communication, and critical thinking, skills that were exercised during the lesson.

By the end of this stage, students should have consolidated the knowledge acquired during the lesson, and should be able to apply this knowledge independently in future situations. They should also have a clear understanding of how math is a practical and relevant discipline for their daily lives.

Conclusion (5 - 7 minutes)

1. Lesson Summary:

   • The teacher should begin the conclusion by summarizing the main points covered during the lesson. This includes the definition of data, the importance of reading and interpreting data, and the different ways to represent data, such as graphs and tables.
   • The teacher can recall the two problem situations that were used to illustrate these concepts: 'What is the most popular fruit in our classroom?' and 'How many students like math and how many do not?'.
   • Additionally, the teacher can highlight the strategies and approaches used by students to solve these problem situations, and how they applied what they learned to organize and interpret the data.

2. Connection between Theory and Practice:

   • Next, the teacher should explain how the lesson connected theory to practice. The teacher can mention that by exploring different types of data and finding answers to the problem situations, students applied the theoretical concepts of reading and interpreting data in a practical way.
   • The teacher can also emphasize that by working in groups, students were able to experience how math is a social discipline, involving communication, collaboration, and critical thinking.

3. Extra Materials:

   • The teacher can then suggest some extra materials for students to explore at home. This may include educational websites with games and interactive activities for reading and interpreting data, math books with practical exercises, and educational videos that explain concepts clearly and engagingly.
   • The teacher can also encourage students to look for graphs and tables in their daily lives, whether in newspapers, magazines, websites, or even on food packaging, and to try to interpret this data on their own.

4. Importance of the Subject:

   • Finally, the teacher should emphasize the importance of reading and interpreting data. They can explain that these skills are not only useful in math, but also in many other areas of life, such as science, geography, history, and even in future professions.
   • The teacher can mention that as the world becomes increasingly digital and connected, the ability to understand and analyze data becomes an increasingly valuable skill.
   • Additionally, the teacher can encourage students to think about situations where they can apply what they have learned. For example, when planning a birthday party and needing to know how many slices of cake and cups of soda to buy, or when following the score of their favorite team in a championship.

By the end of this stage, students should have a clear understanding of what they learned in the lesson, the relevance of these concepts to their lives, and how they can continue to explore and deepen this knowledge on their own.