Objectives (5 - 7 minutes)

1. Introduce and familiarize students with the concept of spatial figures, focusing on three basic shapes: cylinder, cone, and sphere. Students should be able to recognize these shapes in different contexts, such as everyday objects, illustrations, and drawings.

2. Develop students' ability to visualize and differentiate the unique characteristics of each spatial figure. This includes recognizing flat and curved surfaces, as well as distinguishing between edges and vertices.

3. Promote understanding of the relationship between spatial figures and their flat representations (for example, a circle as the base of a cylinder), allowing students to apply this knowledge to identify and describe spatial figures in different orientations and sizes.

Introduction (10 - 12 minutes)

1. Recalling Concepts: The teacher starts the lesson by recalling the concepts of shapes and flat figures that were learned in previous classes. He can use concrete examples, such as a book (rectangular shape) or a ball (spherical shape), to help students recall these concepts.

2. Problem-Solving Scenarios: Next, the teacher can propose two problem-solving scenarios to spark students' interest:

   • "Have you noticed that a soda can has a different shape than a soccer ball? Why do you think that happens?"
   • "Have you ever played 'I spy with my little eye...' where one person describes an object and others try to guess what it is? How would it be if the object was a soda can or a soccer ball?"

3. Contextualization: The teacher can then explain that these shapes we see every day around us are called spatial figures. He can use examples of everyday objects, such as a shoebox (parallelepiped shape) or an ice cream cone (cone shape), to illustrate the concept.

4. Capturing Students' Attention: To make the lesson more engaging, the teacher can share some fun facts about spatial figures. For example:

   • "Did you know that Earth, the planet we live on, is a sphere? And that the Moon, which we see in the night sky, is also a sphere?"
   • "How about a challenge? Can you think of an object that has the shape of a cylinder, a cone, and a sphere at the same time? Take a moment to think and tell me your answers later!"

Development (20 - 25 minutes)

Activity 1: Building Spatial Figures with Recycled Materials

1. Materials Needed: PET bottles, paper or styrofoam cones, balls of different sizes, straws, modeling clay, adhesive tape, scissors, colored paper, crayons.

2. Preparation: The teacher should organize the materials on work tables so that each group of students has access to all the necessary materials. He should also prepare a sample of each spatial figure (cylinder, cone, sphere) to show the students what they should build.

3. Activity Description:

   • The teacher divides the class into groups of 4 to 5 students.
   • For each group, the teacher presents a challenge: they must build the three spatial figures (cylinder, cone, sphere) using the available materials.
   • The teacher explains that they can use the PET bottle to represent the cylinder, the paper or styrofoam cone to represent the cone, and the ball to represent the sphere.
   • The teacher circulates around the room, guiding and assisting the students as needed.

4. Learning Objective:

   • Develop the ability to recognize and differentiate the characteristics of each spatial figure.
   • Promote understanding of the relationship between spatial figures and their flat representations.

Activity 2: Game 'I Spy with My Little Eye...'

1. Materials Needed: Cards with different spatial figures (cylinder, cone, sphere), blindfolds (can be a scarf or paper band).

2. Preparation: The teacher should prepare the cards with the spatial figures and spread them on the classroom floor. Then, he should select a student to start by using the blindfold.

3. Activity Description:

   • The teacher explains the game: the blindfolded student must pick one of the cards on the floor and, without looking, try to describe the spatial figure on the card to their team members.
   • The other students, based on the description, must try to guess which figure it is. The first one to guess correctly earns a point for their team.
   • The game continues with students taking turns. The team that scores the most points wins.

4. Learning Objectives:

   • Develop the ability to visualize and differentiate the characteristics of each spatial figure.
   • Increase students' familiarity with spatial figures and their characteristics.

The teacher may choose to carry out only one of the activities or both, depending on the available time and the pace of the class. It is important that at the end of the activities, the teacher gathers all students in a circle for a group discussion, where each team will have the opportunity to present their creations and conclusions.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students in a large circle for a group discussion. Each team will have the opportunity to share their constructions and conclusions. The teacher should encourage students to describe their spatial figures, explaining how they built them and which characteristics of each figure they were able to represent. During the presentation, the teacher should ask questions to stimulate reflection and check students' understanding. Examples of questions could be: "How do you know that this figure is a cylinder/cone/sphere?" or "What are the similarities and differences between the figures you built?".

2. Connection to Theory (2 - 3 minutes): After all presentations, the teacher should revisit the theoretical concepts discussed at the beginning of the lesson. He can do a quick review, recalling the definitions of cylinder, cone, and sphere, and ask students how they managed to represent these figures with the available materials. The teacher should highlight the similarities and differences between spatial figures and emphasize the importance of being able to recognize them in different contexts.

3. Final Reflection (3 - 5 minutes): To conclude the lesson, the teacher should propose that students reflect on what they have learned. He can do this through two simple questions:

   • "What was the most interesting part of today's lesson for you and why?"
   • "What did you learn today about cylinders, cones, and spheres that you didn't know before?"

   The teacher should give a minute for students to think about the answers and then can ask some volunteers to share their responses with the class. This is an opportunity for the teacher to assess students' engagement with the content and identify any areas that may require review or reinforcement in future lessons.

Feedback is a crucial part of the lesson plan, as it allows the teacher to assess students' progress, reinforce the concepts learned, and identify any gaps in understanding that may need to be addressed in future classes.

Conclusion (5 - 7 minutes)

1. Summary (2 - 3 minutes): The teacher should start the conclusion by recapping the main points of the lesson. He can do this interactively, asking students to share what they remember about spatial figures (cylinder, cone, and sphere) and their distinct characteristics. The teacher can use the figures built during the practical activities to illustrate these concepts.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should then explain how the practical activities connected theory with practice. He can highlight how building the spatial figures allowed students to apply theoretical knowledge in a concrete and visual way. The teacher can cite specific examples from students' constructions to illustrate how they were able to identify and represent the characteristics of each spatial figure.

3. Recommended Materials (1 minute): The teacher can suggest some additional materials for students to explore at home, in order to deepen their understanding of the topic. These materials may include children's math books that address the topic of spatial figures, interactive online games that allow students to virtually manipulate different spatial figures, or educational videos available on the internet that explain the concept visually and playfully.

4. Importance of the Content (1 minute): Finally, the teacher should emphasize the importance of the content learned. He can explain that recognizing and understanding spatial figures are fundamental skills for solving mathematical problems and for understanding many more complex mathematical concepts that students will encounter in future years. Additionally, the teacher can emphasize how knowledge of spatial figures is useful in real-life situations, such as organizing objects on a shelf or building an object with building blocks.

The conclusion is an essential part of the lesson plan, as it helps consolidate students' learning, connect theory and practice, and highlight the relevance of the content to everyday life and future study.