Objectives (5 minutes)

1. Develop students' ability to compare and order numbers from 1 to 100, using the concepts of greater and lesser, and identify the position of a number in relation to others.
2. Provide students with the opportunity to apply mathematical theory in real situations, such as organizing a line or classifying objects by size.
3. Encourage interaction and collaboration among students, promoting discussion and exchange of ideas about the solutions found for the proposed challenges.

Secondary Objectives:

• Stimulate students' logical reasoning and numerical perception.
• Foster a liking for mathematics, presenting the content in a playful and engaging way.
• Provide practice in respect and active listening, valuing each student's opinion and participation.

Introduction (10 - 15 minutes)

1. Reviewing previous concepts: The teacher starts the lesson by reviewing the concepts of numbers and their representations that were previously learned, such as counting from 1 to 100, numerical representation, and comparison of quantities. This is important so that students can understand and apply the new concepts that will be addressed in the lesson.

2. Problem situations: The teacher presents two problem situations involving number comparison. The first situation could be as follows: "Imagine we have two lines of students. One line has 20 students and the other has 50 students. In which line do we have more students? And in which line do we have fewer students?" The second situation could be: "We have two toys. One is larger than the other. How can we know which is larger and which is smaller without using our hands?"

3. Contextualization: The teacher explains that comparing numbers is an important skill that we use in many everyday situations, such as organizing a line, classifying objects by size, choosing the larger or smaller number in a game, among others. He can also give examples of how this skill is used in professions, such as in a supermarket to compare prices, or in construction to compare sizes of materials.

4. Capturing students' attention: To spark students' interest, the teacher can share mathematical curiosities, such as the existence of infinitely large and infinitely small numbers, or the story of how numbers were created by humans to represent quantities. Additionally, he can propose simple challenges, such as "Who can say the largest and smallest number they can think of?" or "Who can find the number 7 somewhere in the room?"

Development (20 - 25 minutes)

In this stage, students will work in groups of 4 to 5 people to solve the proposed challenges. The teacher should circulate around the room, guiding and assisting students as needed.

Activity 1: Number Line

1. Necessary Materials: Cards with numbers from 1 to 100, two marked endpoints on the floor (can be adhesive tapes), and the black/whiteboard for recording the results.

2. Description: The teacher divides the class into two groups and gives each group a set of cards with numbers from 1 to 100. The objective is for students to form two lines on the floor, one at each end, placing the numbers in ascending or descending order, as the teacher instructs.

   2.1. For 1st grade, the order can be ascending: 1, 2, 3,..., 100.

   2.2. For 2nd grade, the order can be descending: 100, 99, 98,..., 1.

3. Procedure: The teacher gives the signal to start and the groups begin to form the lines. Students must organize, dialogue, and cooperate with each other to decide the correct position of each number.

4. Conclusion: The group that finishes first should signal to the teacher, who will check if the line is correct. Otherwise, the other groups will have the chance to correct and win the activity.

Activity 2: Number Treasure Hunt

1. Necessary Materials: Cards with numbers from 1 to 100 scattered around the classroom, two large posters with "Greater" and "Lesser" written on them, and stickers to mark the answers.

2. Description: The teacher instructs students to form two groups and designates a number from the class to start the activity. Students must then search for the number cards in the room and then decide if the number found is greater or lesser than the number chosen by the teacher.

3. Procedure: After making their decisions, students must place the card on the corresponding poster (greater or lesser) and justify the choice to the teacher. If the justification is correct, the card receives a sticker, and if incorrect, the card is returned to its place. The process is repeated until all cards have been found and classified.

4. Conclusion: The group that finds and classifies all cards correctly first wins the activity. The teacher then discusses with the class the justifications for each classification, reinforcing the concepts of greater and lesser.

Activity 3: The Surprise Box

1. Necessary Materials: A surprise box and cards with numbers from 1 to 100.

2. Description: The teacher presents the surprise box to the students and explains that inside it there are a series of cards with numbers. Students must take out the cards, one by one, and then place them in ascending or descending order, depending on what the teacher requests.

3. Procedure: Students must work in groups to decide the correct position of each number, justifying their choices based on the concepts of greater and lesser.

4. Conclusion: The group that can organize the sequence correctly first wins the activity. The teacher then verifies with the class if the sequence is correct, reinforcing the concepts of greater and lesser and the importance of numerical order.

The proposed activities are suggestions, and the teacher can choose those that are considered most suitable for the class. The goal is always to provide a playful and challenging environment that stimulates critical thinking and collaboration among students.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle for a group discussion. Each group will have the opportunity to present their solutions and strategies used during the activities. Students should explain how they decided the position of the numbers and which criteria they used to compare them. The teacher should then ask questions to stimulate reflection and deepen students' understanding of the concepts of greater and lesser. For example, "Why did you place the number 50 before the number 51 in the line?" or "How did you decide if the number you found was greater or lesser than the number chosen by the teacher?"

2. Connection with Theory: After the discussion, the teacher should review the concepts of greater and lesser, making the connection with the practical activities carried out. For example, he can return to the example of the line of students, explaining that the students used the same comparison idea to organize the numbers. He can also reinforce the comparison criteria, such as "The number 50 is greater than the number 20 because it is closer to 100" or "The number 20 is less than the number 50 because it is closer to 0".

3. Individual Reflection: To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. He can ask two simple questions to guide the reflection:

   3.1. "What was the biggest challenge you faced today when comparing the numbers?"

   3.2. "What can you do to improve your ability to compare numbers?"

   Students should have a minute to think about the answers. Then, those who wish can share their reflections with the class.

4. Teacher's Feedback: Finally, the teacher provides feedback on the students' performance during the lesson, highlighting strengths and areas that can be improved. He reinforces the importance of practice and continuous effort to enhance mathematical skills. To motivate students, he can praise individual and collective efforts, emphasizing the importance of collaboration and mutual respect in learning.

This feedback stage is crucial to consolidate learning, allow students to reflect on their actions and strategies, and evaluate the effectiveness of the lesson. Additionally, it promotes self-confidence and self-assessment, essential skills for students' development.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher recaps the main points covered during the lesson. He reinforces the idea that numbers can be compared using the concepts of greater and lesser, and that this skill is useful in many everyday situations. He also highlights the strategies used by students to compare and order numbers, emphasizing the importance of collaboration and active listening.

2. Connection with Theory and Practice: The teacher explains how the lesson connected theory (mathematical concepts) with practice (real situations). He emphasizes that the activities carried out in the classroom were designed to help students visualize and understand the concepts of greater and lesser in a concrete and meaningful way.

3. Extra Materials: The teacher suggests extra materials for students who wish to deepen their knowledge on the subject. This may include online games or educational apps that help practice number comparison, math books with exercises on the topic, and videos or animations that explain the concepts of greater and lesser in a playful and interactive way.

4. Importance of Mathematics: Finally, the teacher emphasizes the importance of mathematics in everyday life, highlighting that the ability to compare and order numbers is fundamental in many activities, from organizing a line to solving more complex problems. He also encourages students to apply what they have learned in everyday situations, such as comparing prices at the supermarket or organizing their toys by size.

5. Closure: The teacher concludes the lesson by thanking everyone for their participation and reinforcing the invitation for students to continue exploring and discovering the world of mathematics. He reminds students that mathematics is a fun and challenging discipline, and that each new skill they acquire makes them even more prepared to face these challenges.