Objectives (5 - 7 minutes)

1. Understand the concept of area: Students should be able to comprehend what area is and how it is measured. Through practical and simple examples, the teacher should explain that area is the amount of space a figure occupies.

2. Identify unit squares: Students should learn to identify and count unit squares in a figure. The teacher should show that a unit square is a unit of area measurement and can be used to count the area of a figure.

3. Calculate the area of flat figures: The ultimate goal is for students to be able to calculate the area of simple flat figures, such as squares and rectangles, using unit squares as the counting base. The teacher should provide practical examples and guide them through the calculation process.

Secondary Objectives:

• Develop logical reasoning skills: Through problem-solving involving the area of flat figures, students should be encouraged to think logically and analytically.

• Foster interest in mathematics: The teacher should demonstrate the practical application of mathematics, making the lesson more interesting and relevant to the students.

Introduction (10 - 12 minutes)

1. Concept Review: The teacher starts the lesson by reviewing the basic concepts of flat geometric shapes (squares and rectangles) that were previously learned. They can use illustrative figures on posters or the board to facilitate understanding. The teacher can also ask students questions to ensure they remember the concepts. For example, "Who can tell me what a square is?" or "How many sides does a rectangle have?".

2. Problem Situation 1: The teacher presents a problem situation to spark students' interest. They can say, "Imagine we have a rectangular wall frame. How can we find out how many paper squares we will need to cover the entire surface of the frame?".

3. Problem Situation 2: The teacher proposes another problem situation: "Now, imagine we have a pencil box that is a square. How can we know how many pencils fit in the box without putting them in there?".

4. Contextualization: The teacher explains that mathematics is used in many situations in our daily lives, such as measuring a room to place a carpet, calculating the amount of tiles to cover a bathroom, or even to play a board game. They emphasize that understanding the area of a flat figure is very useful for solving these types of problems.

5. Topic Introduction: The teacher introduces the lesson topic by saying that they will learn to calculate the area of flat figures, such as squares and rectangles, using a special unit called the unit square. They can say, "Today, we will learn to measure the space a figure occupies. And to do that, we will use a very special square. Do you know its name? It's the unit square!".

6. Curiosities: To make the lesson more interesting, the teacher can share some curiosities about area. For example, they can say that the word "area" comes from Latin and means "space", or that the area is always expressed in square units, such as cm² or m². They can also mention that the concept of area was used by the ancient Egyptians over 4000 years ago to measure the land around the Nile River.

Development (20 - 25 minutes)

1. Explanation of the Area Concept (5 - 7 minutes)

   1.1. The teacher begins the development stage by explaining that area is a way to measure the space occupied by a figure.

   1.2. They then show how the concept of area can be applied to practical situations, such as measuring the area of a room at home, the area of a sheet of paper, or the area of a plot of land.

   1.3. Using a practical example, the teacher draws a square on the board and explains that the area of a square is calculated by multiplying the length of the side by its own value. For example, if the side of the square measures 5cm, the area of the square will be 5cm x 5cm = 25cm².

   1.4. The teacher reinforces that the unit of area measurement is always expressed in square units, such as cm² or m², and that area always involves multiplication.

2. Introduction of Unit Squares (5 - 7 minutes)

   2.1. The teacher introduces the concept of unit squares, explaining that they are small squares of size 1cm x 1cm (or 1 unit x 1 unit) that are used to measure the area of a figure more easily.

   2.2. Using the same example of the square drawn on the board, the teacher fills the interior of the square with unit squares, demonstrating that the area of the square is the number of unit squares that fit in it.

   2.3. The teacher explains that this is how the area is calculated: by counting the number of unit squares that fit inside the figure.

3. Counting Unit Squares (5 - 7 minutes)

   3.1. The teacher draws some simple flat figures (squares and rectangles) on the board and explains to students how to count the unit squares to calculate the area of these figures.

   3.2. They demonstrate how to first count the width and then the height, multiplying these values to obtain the total area. For example, for a rectangle of 3cm x 4cm, the area would be 3cm x 4cm = 12cm².

   3.3. The teacher continues the practice of counting unit squares in different figures, which can vary in complexity, ensuring that students fully understand the process.

4. Connection with Everyday Situations (3 - 4 minutes)

   4.1. To reinforce the importance of the area concept, the teacher proposes some situations where counting unit squares can be useful in everyday life. For example, measuring the area of a sheet of paper to draw a picture, or the area of a carpet to see if it fits in a space.

   4.2. They explain that by solving these types of problems, students are using the area concept and counting unit squares in a practical and applied way.

This is an example of a lesson development outline. The teacher is free to adjust the time spent on each stage to fit the class dynamics and students' learning pace. The goal is to ensure that students fully understand the area concept and feel comfortable counting unit squares to calculate the area of flat figures.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   1.1. The teacher gathers all students in a large circle and starts a group discussion about what they learned in the lesson. They can ask questions like: "Who can tell me what area is?" or "How can we calculate the area of a flat figure?".

   1.2. The teacher encourages all students to participate, praising correct answers and providing gentle guidance for incorrect answers. They can also ask students to repeat some of the important concepts learned in the lesson to reinforce understanding.

2. Connection with Theory (2 - 3 minutes)

   2.1. The teacher revisits the problem situations presented at the beginning of the lesson and asks students if they can now solve these problems using what they learned about area and counting unit squares.

   2.2. They can ask students to demonstrate on the board how they would solve the problem situations now, to verify if they can apply what they learned.

3. Review of Unit Squares (2 - 3 minutes)

   3.1. To reinforce the unit squares concept, the teacher can ask students to draw some unit squares in their notebooks and write the area of different flat figures that the teacher draws on the board.

   3.2. They can then check students' answers, showing that they are correctly applying the concept of counting unit squares to calculate the area.

4. Reflection on Learning (1 minute)

   4.1. The teacher concludes the lesson by asking students to reflect for a minute on what they learned in the lesson. They can ask two simple questions to guide the reflection: "What did you find most interesting about today's lesson?" and "How can you use what you learned today outside the classroom?".

   4.2. Students are encouraged to share their reflections with the class, if they feel comfortable. The teacher thanks everyone for participating and encourages them to continue exploring the wonderful world of mathematics.

This return is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding of the topic and reinforce important concepts. Additionally, by allowing students to reflect on what they learned, the teacher is promoting a more autonomous and conscious learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   1.1. The teacher starts the conclusion by recalling the main points covered in the lesson. They recap the definition of area as the measure of the space occupied by a figure, the introduction of unit squares as measurement units, and the counting of these squares to calculate the area of flat figures.

   1.2. They also briefly review the concepts of squares and rectangles and their attributes, which were essential for understanding the area calculation.

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

   2.1. The teacher highlights how the lesson connected mathematical theory with everyday practice. They recall the problem situations presented at the beginning of the lesson and how students were able to apply the concepts of area and counting unit squares to solve them.

   2.2. They emphasize that the ability to calculate the area of flat figures is essential in many everyday situations, such as measuring spaces, planning accommodations, and even in board games.

3. Extra Materials (1 - 2 minutes)

   3.1. The teacher suggests some extra materials for students who want to deepen their understanding of the subject. They can recommend children's math books with activities on areas, educational websites with interactive area calculation games, or even explanatory videos available on the internet.

   3.2. They also encourage students to practice at home what they learned in the lesson, drawing flat figures and calculating their areas using unit squares.

4. Importance of the Subject (1 minute)

   4.1. Finally, the teacher emphasizes the importance of learning about the area of flat figures. They explain that this skill is used in many other areas of mathematics and everyday life, from solving more complex problems to performing practical tasks.

   4.2. They conclude by saying that by mastering this concept, students will be better equipped to understand and solve a variety of mathematical and practical challenges, helping them become more confident and autonomous learners.

The conclusion is an essential part of the lesson plan, as it allows the teacher to reinforce the concepts learned, connect theory with practice, and highlight the importance of the subject. Additionally, by suggesting extra materials, the teacher is encouraging continuous and autonomous student learning.