Objectives (5 - 10 minutes)

1. Identification of natural numbers less than 1,000: The teacher should teach students how to identify and recognize natural numbers less than 1,000, highlighting the place of each digit in the number and the correct way to read and write these numbers.

2. Counting natural numbers less than 1,000: Students should be able to count from 1 to 1,000, understanding the number sequence and the application of cardinal numbers.

3. Comparison of natural numbers less than 1,000: The teacher should teach students the skill of comparing and ordering natural numbers less than 1,000, using the symbols greater than (>), less than (<), and equal to (=).

The teacher should ensure that students understand the importance of these basic mathematical skills and how they apply to everyday situations. Additionally, students should be encouraged to think critically and solve problems related to these concepts.

Introduction (10 - 15 minutes)

1. Concept Review: The teacher should start the lesson by reminding students about the basic concepts of natural numbers and the number sequence from 1 to 100. This can be done through oral questions to students and quick group counting games.

2. Problem Situation 1: The teacher can propose the following situation: "Imagine you are buyers in a candy store. The store has many candies, but you need to count how many there are. How would you count all the candies in the store?" This will help introduce the concept of counting numbers greater than 100.

3. Problem Situation 2: The teacher can then propose another situation: "Now, if the store has 500 candies, how can we know if that is a lot or a little?" This will introduce the concept of comparing numbers.

4. Contextualization: The teacher should explain that counting and comparing numbers are important skills in mathematics and in everyday life, helping us deal with quantities and make decisions. For example, we can use them to count money, measure time, compare sizes or quantities of objects, among other situations.

5. Curiosity 1: The teacher can share the curiosity that the first numbering systems were developed by ancient civilizations, such as the Egyptians, who used hieroglyphs to represent numbers. This story can be enriched with illustrative images or videos.

6. Curiosity 2: The teacher can also explain that, in the past, people did not have as many numbers as we have today. For example, the ancient Romans only had seven digits (I, V, X, L, C, D, M). The teacher can show some examples of Roman numerals and challenge students to decipher them.

With these strategies, students will be introduced to the topic in an engaging and contextualized way, preparing them for a deeper understanding of the concepts.

Development (20 - 25 minutes)

Activity 1: Count Balloon Count

1. The teacher organizes the class in a circle and explains that the game consists of counting together to a certain number, which will be chosen by the teacher based on what was reviewed in the introduction (up to 100, up to 500, up to 1,000).
2. A child holds an imaginary "balloon" (or a ball, if preferred) and starts counting: "1, 2, 3...".
3. The teacher, at a certain point, interrupts the counting, and the child with the "balloon" must say the number they stopped at and pass the "balloon" to the next child, who continues the counting.
4. The game continues until the count reaches the number stipulated by the teacher. The child holding the "balloon" at that moment will be the winner.

Activity 2: Memory Game of Numbers

1. The teacher prepares cards with numbers written from 1 to 100 (or up to 1,000, if preferred). Each number should be on two cards to form pairs.
2. The cards are spread face down on a table, and the children take turns flipping two cards at a time.
3. If the numbers on the flipped cards are the same, the child must say the number out loud and wins the pair of cards, which are removed from the table. If they are different, the cards are turned back face down in the same position.
4. The game continues until all pairs of numbers have been found. The child with the most pairs is the winner.

Activity 3: Number Sequence

1. The teacher draws a "treasure line" on the floor with numbers from 1 to 100 (or up to 1,000, if preferred) written on pieces of paper. The treasure line can be straight, curved, or even zigzag.
2. The children, in a line, must step over the numbers without touching them, following the numerical order.
3. The teacher, from time to time, shouts a number, and the children must stop on it. If the child is in the correct position, they earn a point.
4. The game continues until all children have had the chance to earn a point. The child with the most points is the winner.

These are just suggestions for activities. The teacher can choose one or combine two, depending on the time and resources available. The important thing is that the activities are playful, involve all students, and reinforce the concepts of counting and comparing natural numbers less than 1,000.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students in a large circle and starts an open discussion about the activities carried out. He asks each group how the experience of counting to the stipulated number was, how they decided the order of who would count, and how they managed not to repeat numbers. The teacher also asks how they felt when comparing the numbers on the memory game cards and how it felt to move along the treasure line following the number sequence. This discussion allows students to share their strategies, feelings, and difficulties, promoting reflection and mutual learning.

2. Connection with Theory (3 - 5 minutes): After the discussion, the teacher makes the connection between the playful activities and the theoretical concepts covered in the lesson. He reinforces that games and activities, besides being fun, are concrete ways to explore and solidify the understanding of numbers and their relationships. The teacher also emphasizes that mathematics is not just about calculations but also about understanding and interpreting situations, problem-solving, and communicating ideas.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned. He asks two simple questions: "What was the most interesting thing you learned today about numbers?" and "How can you use what you learned today in everyday situations?" The teacher gives time for students to think and then invites some of them to share their answers with the class. This final reflection helps consolidate learning, appreciate individual achievements, and reinforce the relevance of the content to everyday life.

With this feedback, students will have the opportunity to reflect on what they have learned, make connections between theory and practice, and share their experiences and discoveries. This contributes to the construction of an active, collaborative, and meaningful learning environment.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the conclusion of the lesson by recalling the main points covered during the lesson. He should emphasize the importance of counting natural numbers less than 1,000, the ability to compare and order these numbers, and the understanding of the number sequence. Additionally, the teacher should highlight that these skills are fundamental for mathematics and for problem-solving in everyday life.

2. Theory and Practice Connection (1 - 2 minutes): The teacher should then highlight how the practical activities carried out during the lesson helped reinforce the theoretical concepts. He can mention, for example, how the game "Count Balloon Count" helped consolidate the understanding of the number sequence and counting numbers greater than 100. Similarly, the teacher can explain how the "Memory Game of Numbers" and the "Number Sequence" reinforced the ability to compare and order numbers.

3. Extra Materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include textbooks, online games, educational apps, explanatory videos, and math activities to print. It is important that the teacher recommends materials that are suitable for the students' comprehension level and that stimulate learning in a playful and fun way.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject for everyday life. He can mention, for example, how counting and comparing numbers are essential skills for handling money, measuring time, organizing tasks and activities, and solving everyday problems. Additionally, the teacher can explain that understanding numbers helps develop logical thinking, attention, concentration, and the ability to solve problems effectively.

With this conclusion, students will have the opportunity to remember and solidify what they have learned, explore the subject more autonomously, and understand the importance and applicability of the concepts learned. This contributes to the construction of a meaningful and lasting learning experience.