Objectives (5 - 10 minutes)

1. Familiarize students with the concept of plane figures, introducing the main types: square, rectangle, triangle, circle, and pentagon. (Suggested time: 15 minutes)

2. Encourage students to identify and distinguish plane figures in their environment through practical and playful activities. (Suggested time: 20 minutes)

3. Promote interaction and communication among students through group activities that stimulate observation, discussion, and problem-solving related to plane figures. (Suggested time: 20 minutes)

Secondary Objectives:

• Develop students' observation and analysis skills by identifying plane figures in their surroundings.
• Stimulate logical reasoning and problem-solving through practical and playful activities.
• Promote teamwork and collaboration among students through group activities.

Introduction (10 - 15 minutes)

1. Concept Review: The teacher starts the lesson by reminding students about the difference between plane figures and spatial figures. For this, examples from everyday life can be used, such as a ball (spatial figure) and a sheet of paper (plane figure). (Suggested time: 5 minutes)

2. Problem-Solving Scenarios: The teacher presents two playful scenarios to spark students' interest. First, they can show flat toy figures, like a puzzle, and ask, 'Why aren't these puzzle pieces like a ball?' Then, the teacher can show a round cake and a triangular piece of cake, asking, 'Why is the piece of cake different from the whole cake?'. (Suggested time: 5 minutes)

3. Contextualization: The teacher explains that plane figures are very important in mathematics and daily life. They can mention that architects use plane figures to design houses, artists use plane figures to create paintings, and we use plane figures to play many games, such as puzzles and dominoes. (Suggested time: 5 minutes)

4. Topic Introduction: The teacher introduces the lesson topic, explaining that they will learn about different types of plane figures, such as squares, rectangles, triangles, circles, and pentagons. They can show some examples of these figures, like a square notebook, a rectangular paper, a triangular pizza slice, a circular marble, and a pentagonal paper star. (Suggested time: 5 minutes)

With this introduction, students will be prepared to deepen their knowledge about plane figures in a fun and engaging way.

Development (20 - 25 minutes)

Activity Suggestions:

1. Mosaic Creation (10 - 15 minutes)

   • The teacher distributes small squares of colored paper or cardboard to each group of students. Each square has a plane figure drawn on it, such as a square, rectangle, triangle, circle, or pentagon.

   • The challenge is for students to create a mosaic using these squares, so that the plane figures fit together without leaving empty space. The mosaic should be created on a larger cardboard base.

   • The teacher can guide students to start with the square or rectangle, and then add other figures. They may discover that to fill some spaces, more than one plane figure is needed.

2. Plane Figures Hunt (10 - 15 minutes)

   • The teacher hides different plane figures (drawn on cardboard) around the classroom. Students are divided into groups, and each group receives a different task: find a specific number of squares, rectangles, triangles, circles, and pentagons.

   • Students must work together to find the plane figures and can use a camera (from the teacher or a classmate) to record the figures found.

   • At the end of the activity, each group shares the figures they found with the class. The teacher can lead a discussion about the different strategies used by the groups, reinforcing the concept of plane figures and the importance of teamwork.

These activities are designed to be fun and engaging, encouraging students to explore and manipulate plane figures in a practical way. Additionally, they promote teamwork, problem-solving, and creativity development.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large circle and starts a group discussion. Each team is invited to share their findings and solutions, explaining how they solved the proposed activity. This allows students to learn from each other and see different approaches to the same problem.
   • During the discussion, the teacher should ask questions to stimulate reflection and critical thinking. Some examples of questions could be: 'Why did you choose this figure to start the mosaic?' or 'How did you decide where to hide the plane figures in the treasure hunt?'.

2. Theory Connection (3 - 5 minutes)

   • After hearing the students' solutions and strategies, the teacher connects them to the theory, reinforcing the concepts of plane figures discussed during the lesson. They can highlight how students applied these concepts in their practical activities.
   • The teacher can also share some curiosities about plane figures, such as the fact that a circle is a plane figure with an infinite number of sides, or that a regular pentagon is a plane figure with five sides and five equal angles.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher proposes that students reflect on what they have learned. They ask two simple questions: 'Which plane figure did you enjoy learning about the most today and why?' and 'How can you apply what you learned about plane figures in your daily life?'.
   • Students have a minute to think about their answers. Then, the teacher invites some students to share their reflections with the class. This reflection activity helps students consolidate what they have learned and understand the relevance of the content to their daily lives.

This feedback is a crucial part of the lesson, as it allows the teacher to assess students' understanding of the topic and identify any points that may still be confusing. Additionally, it promotes self-assessment and critical thinking, essential skills for effective learning.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher starts the conclusion by summarizing the main points covered during the lesson. They reinforce the definition of plane figures, mentioning the types that were studied: square, rectangle, triangle, circle, and pentagon.
   • They also review the practical activities carried out, highlighting the main learnings from each, such as the importance of teamwork and creativity in solving problems involving plane figures.

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

   • The teacher then highlights how the lesson connected theory and practice. They explain that by manipulating and exploring plane figures, students were able to better understand the theoretical concepts presented.
   • They also emphasize how the practical activities allowed students to apply theoretical knowledge in a meaningful and playful way.

3. Extra Materials (1 - 2 minutes)

   • To complement learning, the teacher suggests some extra materials. They may recommend illustrated math books, online games involving plane figures, or activities to be done at home, such as cutting out figures from magazines to identify and classify plane figures.
   • For example, the teacher may suggest the book 'The World of Plane Figures' by Ana Maria Machado, which tells the story of a square that dreams of becoming a more complex figure, like a circle or a pentagon.

4. Everyday Importance (1 - 2 minutes)

   • Finally, the teacher highlights the importance of plane figures in everyday life. They mention that by knowing the characteristics and properties of plane figures, students can better understand the world around them.
   • They give examples of how plane figures are used in various areas, such as architecture, art, games, and daily life, like when cutting a piece of cake or folding a piece of paper to make a paper airplane.
   • The teacher emphasizes that mathematics is not just an abstract discipline, but something concrete and present in our daily lives.

The conclusion is a crucial stage of the lesson, as it allows students to consolidate what they have learned, understand the relevance of the content, and be encouraged to continue learning autonomously. Additionally, it reinforces the connection between theory, practice, and application in daily life, making learning more meaningful and engaging.