Objectives (5 minutes)

1. Understanding the concept of fraction: The student will be able to understand that a fraction is a part of a whole and that the numerator represents the quantity of parts considered and the denominator represents the total quantity of parts of the whole.

2. Comparing fractions with the same denominator: The student will be able to compare fractions with the same denominator, identifying that the larger the numerator, the larger the fraction and vice versa.

3. Comparing fractions with the same numerator: The student will be able to compare fractions with the same numerator, identifying that the smaller the denominator, the larger the fraction and vice versa.

Each objective will be presented and explained through examples from the students' daily lives, ensuring that they are able to apply these concepts in real situations. The teacher may use manipulatives, drawings, and games to make learning more concrete and playful.

Introduction (10 - 15 minutes)

1. Remembering: Parts of a Whole (5 minutes)

   • The teacher will start the lesson by reminding the students about the concept of 'parts of a whole,' which was previously discussed. They may use examples from everyday life, such as a pizza being divided into slices and a cake into pieces.
   • The students will be encouraged to participate, identifying the parts and the whole, and recalling what the numerator and denominator represent in a fraction.

2. Setting the Problem (5 minutes)

   • The teacher proposes two situations: the first one, with a group of five friends dividing a pizza into eight slices, but two of them can only eat one slice each. In the second situation, the teacher shows a cake with four pieces, but three students want to take two pieces each.
   • The students are encouraged to think about how to solve these situations, recalling the importance of fractions in everyday situations.

3. Introducing the Topic (5 minutes)

   • The teacher then introduces the topic of the lesson: comparing fractions.
   • To spark the students' interest, they can use practical examples, such as saying, 'If Maria ate 1/2 of a pizza and João ate 1/3 of the same pizza, who ate more?' Another example: 'If we have two pies, one divided into 8 pieces and the other into 4 pieces, and I eat 3 pieces of one and 2 of the other, in which pie did I eat more?'
   • The teacher emphasizes that comparing fractions is an important skill for solving day-to-day problems, such as sharing food, dividing tasks, among others.

Development (20 - 25 minutes)

1. Activity: Pizza Game (10 - 15 minutes)

   • The teacher will prepare a set of pizza cards in advance. Each card represents a pizza divided into different fractions. For example, a pizza divided into 2, 3, 4, 5, 6, 7, and 8 slices.
   • The teacher divides the students into groups and gives each group a set of cards.
   • The students' task is to compare the pizzas and organize the cards in ascending or descending order, depending on the teacher's guidance. They must justify their answers, explaining why one pizza is larger or smaller than the other.
   • The teacher circulates around the room, assisting the students and clarifying doubts.
   • At the end of the activity, each group presents the order in which they organized the cards, and the teacher reinforces the explanations, emphasizing the concepts of numerator and denominator.

2. Activity: Fraction Treasure Hunt (10 - 15 minutes)

   • The teacher prepares a series of cards with fractions written randomly, for example: 1/2, 2/3, 3/4, 1/5, 2/6, etc.
   • The cards are hidden around the classroom, creating a 'treasure hunt.'
   • The students, divided into groups, must find the cards and compare the fractions, organizing them in ascending or descending order.
   • At the end of the activity, each group presents the order in which they organized the fractions, justifying their choices.
   • The teacher reinforces the concepts of comparing fractions once again and concludes the activity.

Both activities are playful, collaborative, and encourage active student participation. They provide a fun and effective learning environment, allowing students to internalize the concepts of comparing fractions in a concrete and meaningful way.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large circle and proposes a group discussion.
   • Each group presents the solutions they found during the activities, explaining their choices and justifications.
   • The teacher encourages interaction among the students, fostering questions and comments.
   • During the discussion, the teacher asks questions that stimulate the students to reflect on what they have learned. For example, 'Why do you think the pizza divided into 2 slices is larger than the one divided into 8 slices?' or 'Why is a fraction with a smaller denominator larger than a fraction with a larger denominator, if the numerator is the same?'

2. Connection to Theory (3 - 5 minutes)

   • After the discussion, the teacher connects the practical activities to the theory, reinforcing the concepts of comparing fractions.
   • They can use a whiteboard, paper, or a drawing app on the digital board to illustrate the main ideas. For example, drawing two pizzas: one divided into 8 slices and another into 4 slices, and marking with different colors the parts representing 1/2 and 1/4, to visually demonstrate the comparison.
   • The teacher can also use examples from the students' daily lives to reinforce the importance and applicability of what was learned. For example, 'Have you noticed that when the birthday cake is divided into few pieces, like 4 or 6, each piece is larger, but if it is divided into many pieces, like 10 or 12, each piece is smaller? This happens because the denominator of the fraction is larger.'

3. Final Reflection (2 - 3 minutes)

   • The teacher concludes the lesson by asking the students to reflect on what they have learned.
   • They ask two simple questions so that the students can express their understanding. For example, 'What did you think of the activity of comparing pizzas and fractions? Was it easy or difficult? Why?' and 'Can you think of a daily life situation where you could use what you learned today about comparing fractions?'
   • The students have a minute to think about their answers, and then those who feel comfortable can share their reflections with the class.

Feedback is a crucial part of the lesson plan, as it allows the teacher to assess the students' understanding of the topic covered. Additionally, group discussion and final reflection encourage autonomy, cooperation, and oral expression skills, which are fundamental for their academic and personal development.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher starts the conclusion by recalling the main points covered during the lesson. They summarize the concepts of fraction, numerator, denominator, and the comparison between fractions with the same numerator and denominator.
   • Using the whiteboard, paper, or digital board, they quickly recap the examples used during the lesson to illustrate these concepts, such as dividing a pizza among friends, distributing cake pieces, and other everyday situations of the students.

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

   • The teacher emphasizes how the practical activities carried out in the classroom helped consolidate the students' understanding of the concept of fraction and comparing fractions.
   • They highlight that by manipulating pizzas and cake pieces, the students were able to visualize and experience the concept of fraction concretely. This makes learning more meaningful and lasting.

3. Extra Materials and Practice Suggestions (1 - 2 minutes)

   • The teacher suggests that students practice what they have learned at home, using materials available in their homes, such as food, toys, or everyday objects.
   • They can also suggest some online games or educational apps that address the topic of fractions and comparing fractions. For example, 'Matific' or 'Khan Academy'.
   • Additionally, the teacher can recommend some children's math books that explore the concept of fractions in a fun and accessible way. For example, 'The Great Book of Fractions' by David A. Adler.

4. Importance of the Subject (1 minute)

   • Finally, the teacher emphasizes the importance of the subject for the students' daily lives. They explain that comparing fractions is an essential skill for solving practical problems, such as dividing food, sharing objects, interpreting cooking recipes, and measuring quantities.
   • They may also mention that understanding fractions is an important foundation for studying other mathematical topics, such as percentages, proportionality, and algebra.
   • They encourage students to continue exploring the world of fractions, reminding them that mathematics is fun and present in all aspects of our lives.

The conclusion is a crucial moment to consolidate learning and motivate students to continue studying and applying the concepts learned. By connecting theory and practice and highlighting the relevance of the topic, the teacher helps students realize the importance and applicability of mathematics in their lives.