Objectives (5 - 7 minutes)

1. Develop the ability to compare areas of objects through practical and playful activities. Students should be able to identify, in a simple way, which object has a larger area and which object has a smaller area.

2. Stimulate students' observation and comparison skills using everyday objects and geometric drawings. Students should be able to identify similarities and differences in the areas of objects.

3. Promote the use of appropriate mathematical vocabulary, such as 'greater than,' 'less than,' and 'equal to,' in describing the comparisons made. Students should be able to express their conclusions clearly and precisely.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about the concepts of basic geometric shapes (circle, square, rectangle, and triangle) and how to identify them. The teacher can use flashcards with different shapes and ask students to identify them out loud.

2. Problem Situations: The teacher presents two problem situations to arouse students' interest and curiosity. First, the teacher can show two rectangular boxes, one larger and one smaller, and ask, 'Which box do you think can hold more pencils?' Then, the teacher can show two circles of different sizes and ask, 'Which circle do you think has a larger area?'

3. Contextualization: The teacher explains that comparing areas is an important concept in mathematics and in everyday life. For example, when choosing an area to draw on a paper, when comparing the size of two plots to build a house, or even when deciding which pizza has more area to share with friends.

4. Introduction to the Topic: The teacher introduces the topic of comparing areas of objects, explaining that the area is the amount of space an object occupies. To facilitate understanding, the teacher can use practical examples, such as the space occupied by a sheet of paper, a table, or even the classroom floor. The teacher can encourage students to touch and explore these objects, reinforcing the idea that the area is the part of an object that can be occupied by other objects.

5. Engaging Students' Attention: The teacher can introduce the idea that they will be 'space detectives' during the lesson, comparing areas of different objects. Additionally, the teacher can use colorful and attractive materials, such as building blocks, to make the activity more interesting and engaging. The teacher can also explain that by understanding about areas, they will be able to solve everyday problems more intelligently, such as organizing their toys in a box or sharing a pizza with friends fairly.

Development (20 - 25 minutes)

1. Activity 1 - 'Math Treasure Hunt'

   • The teacher distributes various everyday objects around the classroom, such as books, A4 paper, small colored paper squares, drawing sheets with different shapes, fruits of different sizes, etc.
   • In groups of three or four, students must use a tape measure or a ruler to measure the area of each object. They should trace the outline of each object on a sheet of paper and then fill the interior with the colored paper squares, making a visual estimate of the area.
   • After measuring the area of all objects, students should compare the areas using the strategies learned in the introduction of the lesson. They should record the comparisons on their worksheets.
   • The teacher circulates around the room, observing the students' work and offering guidance as needed.

2. Activity 2 - 'Building with Areas'

   • The teacher divides the class into groups and provides each group with an equal amount of building blocks or puzzle pieces.
   • Each group must use the blocks to build different shapes (rectangles, squares, and triangles) of various sizes.
   • Students should estimate the area of each shape by drawing it on a piece of paper and filling it with the blocks. They should then measure the area using the ruler or tape measure.
   • Again, students should compare the areas of their constructions, recording their conclusions.
   • The teacher walks around the room, guiding the students and asking questions to stimulate critical thinking.

3. Activity 3 - 'Drawing Challenge'

   • The teacher distributes blank sheets of paper and colored pencils to each student.
   • The teacher presents various drawings of different shapes (circles, squares, rectangles, and triangles) and asks students to choose one to draw on their sheets of paper.
   • After drawing the chosen shape, students should divide the drawing into several parts and then color each part with a different color. The goal is to allow students to visualize the different areas within a shape.
   • Finally, students should compare the colored areas, expressing their conclusions using appropriate mathematical vocabulary.
   • The teacher circulates around the room, observing the students' drawings and offering constructive feedback.

The proposed activities are interactive and engaging, allowing students to explore and understand the concept of comparing areas in a concrete and meaningful way. Each activity is designed to be carried out in groups, encouraging collaboration, communication, and critical thinking.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large discussion circle. Each group is invited to share their findings and conclusions from the activities. They should explain how they compared the areas of the objects, what strategies they used, and how they arrived at their conclusions.
   • The teacher should emphasize the importance of using appropriate mathematical vocabulary to express comparisons, such as 'greater than,' 'less than,' and 'equal to.'
   • During the discussion, the teacher can ask questions to deepen students' understanding, such as: 'Why do you think the area of this object is larger than that object?' 'How do you know that these two areas are equal?'

2. Connection to Theory (3 - 5 minutes)

   • After the discussion, the teacher gives a quick review of the theoretical concepts learned in the introduction of the lesson. The teacher can ask: 'Who can tell me what area is?' and 'Who can remember how we compare areas?'
   • The teacher should also reinforce the idea that the area is the amount of space an object occupies and that we can compare areas of different shapes using strategies like counting the squares or visually estimating.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned.
   • The teacher can ask two simple questions to guide students' reflection: 1. 'What was the most fun part of today's lesson and why?' 2. 'What did you find most challenging in today's lesson and how did you overcome that challenge?'
   • The teacher can ask some students to share their answers, promoting self-assessment and metacognitive awareness among students.

This return moment is essential to consolidate students' learning, allowing them to reflect on what they have learned and how they can apply that knowledge in other situations. Furthermore, the group discussion provides an opportunity for students to learn from each other, reinforcing understanding and confidence in their mathematical abilities.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher starts the conclusion by summarizing the main points covered during the lesson. He reinforces the concept of area as the amount of space an object occupies and the ability to compare areas of different objects.
   • The teacher emphasizes the importance of using appropriate mathematical vocabulary, such as 'greater than,' 'less than,' and 'equal to,' to express area comparisons.
   • He also reminds students of the strategies learned to compare areas, such as counting the squares or making a visual estimate.

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

   • The teacher explains how the practical activities carried out in the lesson helped illustrate and consolidate the theoretical concepts. He highlights how children were able to apply what they learned about areas to solve real-world problems, such as comparing the space occupied by different objects in their homes or in the classroom.
   • The teacher also emphasizes that mathematics is not just about numbers and calculations, but also about observing, thinking critically, and solving problems creatively.

3. Extra Materials (1 minute)

   • The teacher suggests some extra materials for students to explore at home to deepen their understanding of the lesson topic. This may include interactive online games involving area comparison, math books with practical activities, or even educational videos on YouTube.
   • The teacher may also suggest that students observe and compare the areas of different objects in their homes or in their daily routines as a way to apply what they learned in the lesson.

4. Importance of the Subject (1 - 2 minutes)

   • To conclude the lesson, the teacher highlights the relevance of the topic covered for students' everyday lives. He explains that the ability to compare areas is useful in many situations, from deciding which book takes up more space in the backpack to calculating the amount of paint needed to paint a wall.
   • The teacher also emphasizes that mathematics is not just a school subject, but a powerful tool that students can use to understand and interact with the world around them.

This conclusion helps consolidate students' learning, reinforcing key concepts and the practical importance of the topic covered. Furthermore, by suggesting extra materials and activities for home, the teacher encourages continuous learning and students' autonomous exploration.