Objectives (5 - 7 minutes)

1. Understanding Roman Numerals: Students should be able to understand the Roman numeral system, identifying the different symbols and their corresponding values. This includes identifying Roman numerals from I to X and their combinations.

2. Application of Roman Numerals: Students should be able to apply this knowledge to solve practical problems. This may involve converting Roman numerals to decimals and vice versa, as well as using Roman numerals in historical and cultural contexts.

3. Recognition of the Utility of Roman Numerals: Students should be able to recognize situations where the use of Roman numerals is appropriate and useful, and when it is not. This may include understanding how Roman numerals are used in different areas, such as in clocks, page numbering, dates, and monarch names.

   Secondary Objectives:

   • Development of Logical Thinking: When working with Roman numerals, students will have the opportunity to enhance their logical thinking and problem-solving skills.

   • Increase in General Culture: By studying Roman numerals, students will also have the chance to learn more about the culture and history of the Romans, enriching their general knowledge base.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by quickly reviewing the numbering systems already studied, such as the decimal system. He may ask students what they remember about these systems and how they work. This serves to refresh the basic concepts that will be necessary for understanding Roman numerals. (3 - 5 minutes)

2. Initial Problem Situations: The teacher then presents two problem situations that help contextualize the importance of Roman numerals:

   • Situation 1: 'Imagine you are in Rome and need to take a bus, but all the numbers at the bus stops are written in Roman numerals. How would you figure out which bus to take?'

   • Situation 2: 'Now, imagine you are studying Roman history and need to understand the dates of historical events, but all the dates are written in Roman numerals. How would you decipher them?'

   These situations help to spark students' interest, showing that Roman numerals are not just an abstract concept, but something that can be useful and practical in everyday life and in different areas of knowledge. (5 - 7 minutes)

3. Subject Contextualization: The teacher then contextualizes the importance of Roman numerals, explaining that they are widely used in various areas, such as in clocks, page numbering, monarch names, historical dates, among others. He may also mention that knowledge of Roman numerals is considered a basic skill in many professions, especially those dealing with history, architecture, arts, and social sciences. (2 - 3 minutes)

4. Topic Introduction: To introduce the topic in an engaging way, the teacher can share two curiosities about Roman numerals:

   • Curiosity 1: 'Did you know that the Romans did not have the number zero? This means that they did not have a way to represent the concept of 'nothing' in their numbering system. That's why the number 10 is represented as 'X', and not as 'X' with a zero to the right, as we do in the decimal system.'

   • Curiosity 2: 'Another interesting curiosity is that Roman numerals were not invented by the Romans. In fact, they were adopted from the Etruscans, an ancient people who lived on the Italian peninsula before the Romans.'

   These curiosities help to arouse students' curiosity and show that Roman numerals have a fascinating history and origin. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Matchstick Number Building Activity (10 - 12 minutes):

   • The teacher distributes matchsticks to each student, informing them that each matchstick represents an 'I' (1) and that they should build a series of Roman numerals.

   • The teacher starts the activity by asking students to build the Roman numeral I, which corresponds to 1 in the decimal system.

   • Next, the teacher asks students to build the Roman numeral V, which corresponds to 5 in the decimal system. At this point, the teacher should explain that the numeral V is actually a combination of I (1) repeated 5 times.

   • Next, the teacher asks students to build the Roman numeral X, which corresponds to 10 in the decimal system. At this point, the teacher should explain that the numeral X is a combination of I (1) repeated 10 times.

   • The teacher continues the activity by asking students to build the Roman numerals from 1 to 10. During the activity, the teacher should move around the room, assisting students who are having difficulties and encouraging discussion among them.

   • At the end of the activity, the teacher should review the Roman numerals built by the students, correcting any possible errors and clarifying doubts.

   • This activity is important so that students can visualize and manipulate Roman numerals, which facilitates the understanding of the numbering system and the memorization of the numerals. In addition, the activity promotes teamwork and collaboration among students.

2. Number Conversion Activity (5 - 7 minutes):

   • The teacher distributes activity sheets containing Roman numerals and decimals.

   • Students are divided into groups and are given the task of converting the numerals between the numbering systems.

   • The teacher should move around the room, assisting groups that are having difficulties and clarifying doubts.

   • At the end of the activity, the teacher should correct the activity sheets with the participation of the students, explaining the errors and clarifying doubts.

   • This activity is important so that students can apply the knowledge acquired in the previous activity, converting the Roman numerals they built to the decimal system and vice versa. In addition, the activity promotes discussion and argumentation among students.

3. Contextualization Activity (5 - 6 minutes):

   • The teacher distributes activity sheets containing problem situations that involve the use of Roman numerals.

   • Students are divided into groups and are given the task of solving the problem situations using Roman numerals.

   • The teacher should move around the room, assisting groups that are having difficulties and clarifying doubts.

   • At the end of the activity, the teacher should correct the activity sheets with the participation of the students, explaining the answers and clarifying doubts.

   • This activity is important so that students can understand the utility of Roman numerals, applying them in real and contextualized situations. In addition, the activity promotes logical reasoning and problem-solving.

Return (10 - 12 minutes)

1. Sharing Solutions in Groups (5 - 6 minutes):

   • The teacher starts this stage by asking each group to share their solutions or conclusions from the activities carried out. Each group has a maximum of 3 minutes to present.
   • During the presentations, the teacher should encourage other students to ask questions and make comments, promoting interaction among the groups and deepening the understanding of the subject.
   • The teacher should ensure that all groups have the opportunity to present their solutions, even if the total time for this stage needs to be extended.

2. Connecting Practice with Theory (2 - 3 minutes):

   • After the presentations, the teacher should summarize the activities carried out, highlighting how they connect with the theory studied.
   • For example, the teacher can show how the activity of building numbers with matchsticks helped visualize the structure of Roman numerals, while the conversion and contextualization activities allowed to apply this knowledge in a practical and realistic way.
   • The teacher should also reinforce the key concepts of the lesson, clarifying any doubts that may have arisen during the presentations.

3. Individual Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher proposes that students reflect individually on what they have learned.
   • The teacher can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students should have a moment of silence to think about these questions. Then, they can share their answers with the class if they wish.
   • This stage is important so that students can consolidate what they have learned, identify possible gaps in their understanding, and express their doubts and questions.

4. Feedback and Closure (1 minute):

   • The teacher ends the lesson by thanking the students for their participation and reinforcing the importance of studying Roman numerals.
   • The teacher may also ask for quick feedback from the students about the lesson, asking what they liked the most and what could be improved.
   • This feedback from the students is valuable for the teacher to assess the effectiveness of their teaching strategies and plan future lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher starts the Conclusion by recalling the main concepts covered during the lesson. He may emphasize the structure of Roman numerals, the difference between the numerals I, V, and X, and how Roman numerals are used and converted. The teacher may also recap the practical activities carried out, highlighting how they helped reinforce the understanding of theoretical concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher explains how the lesson connected the theory of Roman numerals with the practice of handling and applying them in real situations. He can highlight how the activity of building numbers with matchsticks allowed students to visualize the structure of Roman numerals, while the conversion and contextualization activities allowed to apply this knowledge in a practical and realistic way. The teacher may also mention the different applications of Roman numerals, such as in clocks, page numbering, dates, and monarch names, reinforcing the relevance of the subject.

3. Supplementary Material (1 minute): The teacher suggests complementary study materials for students who wish to deepen their knowledge of Roman numerals. These materials may include explanatory videos, educational games, interactive websites, and textbooks. The teacher may also suggest additional conversion and contextualization exercises for students to practice at home.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher emphasizes the importance of Roman numerals in everyday life and in different areas of knowledge. He may mention again the practical applications of Roman numerals, such as in clocks, page numbering, dates, and monarch names. Additionally, the teacher can emphasize how the study of Roman numerals helps develop important skills, such as logical thinking, problem-solving, and appreciation of culture and history. The teacher may also mention that knowledge of Roman numerals is considered a basic skill in many professions, especially those dealing with history, architecture, arts, and social sciences.