Objectives (5 minutes)

1. Identify basic geometric shapes: Students should be able to recognize and name basic geometric shapes (circle, square, triangle, and rectangle) in different contexts. The teacher can use examples from everyday life, such as objects in the classroom, to facilitate identification.

2. Understand characteristics of shapes: Students should be able to identify and describe the distinct characteristics of each geometric shape. For example, the number of sides and vertices in a square, or the presence of curves in a circle.

3. Explore properties of shapes: Students should begin to explore the properties of shapes, such as the idea that all sides of a square are equal, or that a circle has no sides or angles. This will encourage critical thinking and careful observation.

The teacher should establish these objectives at the beginning of the lesson so that students know what to expect and can direct their learning energies effectively.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing with students the basic shapes they have already learned, such as squares, circles, and triangles. Flashcards or images projected on the board can be used for this activity. Additionally, it is important to review basic concepts, such as vertices and sides, which are essential for understanding the properties of shapes.

2. Problem-solving situations: The teacher should then present two problem-solving situations that involve knowledge of geometric shapes. For example, students could be asked how they could divide a pizza into equal parts using only triangles, or how they could build a toy house using only squares and rectangles. These situations should be designed to engage students and motivate them to learn.

3. Contextualization: The teacher should explain that geometric shapes are present everywhere around us, from objects in the classroom to buildings and traffic signs. This helps to show students the importance and relevance of what they are learning.

4. Introduction to the topic: To introduce the topic of shape properties, the teacher can present two curiosities. First, he can tell students that although all shapes have unique characteristics, they are all made up of points and lines. Second, the teacher can show students that shapes have different 'personalities' - the square is always 'fair' because all its sides are equal, while the circle is 'smooth' because it has no sides or angles.

5. Capturing students' attention: To capture students' attention, the teacher can present a playful activity, such as 'Where is the shape?'. In this activity, the teacher hides various geometric shapes around the room and students, in turns, must find and name the shapes they find. This activity serves to review basic shapes and engage students in the lesson from the beginning.

Development (20 - 25 minutes)

Activity 1: Building Shapes with Playdough

1. Preparation: The teacher should prepare in advance several portions of playdough in different colors and sizes, each enough for one student. Additionally, the teacher should have a set of large cards, each showing a different geometric shape (circle, square, triangle, and rectangle).

2. Demonstration: The teacher should show students how to use the playdough to build the shapes shown on the cards. He should emphasize the distinct characteristics of each shape as he builds them. For example, to build a square, the teacher should show how to fold the playdough into four equal parts, while to build a circle, the teacher should demonstrate how to roll the playdough into a ball.

3. Student Activity: Next, students should be divided into groups of four or five. Each group will receive a portion of playdough and a set of cards. They should try to build the shapes the way the teacher demonstrated. The teacher should circulate around the room, providing guidance and reinforcement as needed.

4. Group Discussion: After the completion of the playdough constructions, each group should present their shapes to the class. They should explain how they built each shape and what characteristics they noticed. The teacher should facilitate a group discussion, asking students about the similarities and differences between the shapes and reinforcing the notable properties of each one.

Activity 2: Creating Mosaics with Geometric Shapes

1. Preparation: The teacher should prepare in advance several sheets of colored paper, scissors (suitable for children), glue, and a large number of cutouts of geometric shapes (circle, square, triangle, and rectangle), which can be made from colored cardboard.

2. Demonstration: The teacher should demonstrate how to use the shape cutouts to create a mosaic. For example, he can start by gluing a circle in the center of the paper and then glue squares and rectangles around it, forming a pattern. During the demonstration, the teacher should discuss the characteristics of each shape as he uses them.

3. Student Activity: Students, now in pairs, will receive a set of materials (paper, glue, scissors, and shape cutouts). They should use the shapes to create their own mosaics. The teacher should circulate around the room, providing guidance as needed.

4. Group Discussion: When students finish, each pair should present their mosaic to the class, explaining the choices made and the characteristics of the shapes used. The teacher should facilitate a group discussion, asking students about the patterns they noticed in their mosaics and encouraging them to think about how shapes can be used in creative ways.

Both activities are interactive, encourage teamwork, and allow students to experiment practically with geometric shapes. This practical approach will help solidify students' knowledge of shapes and their properties, making learning more meaningful and fun.

Feedback (10 - 15 minutes)

1. Group Discussion (5-7 minutes): The teacher should gather all students for a group discussion. Each group should share their findings and solutions for the playdough construction and mosaic creation activities. The teacher should encourage students to explain the process they used to build the shapes and any challenges they encountered. During the discussion, the teacher should reinforce the main concepts and properties of geometric shapes, ensuring that all students understand.

2. Connection to Theory (3-5 minutes): After discussing the activities, the teacher should review the main properties and characteristics of geometric shapes, connecting them to the students' discoveries. For example, if a group noticed that all sides of a square are equal when building it with playdough, the teacher can reinforce that this is an important property of a square. The teacher should use simple language and concrete examples to ensure all students understand.

3. Individual Reflection (2-3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask two simple questions to guide this reflection:

   • What was the most interesting thing you learned about shapes today?
   • How can you use what you learned about shapes in your daily life?

The teacher should encourage students to think carefully about their answers and, if possible, share them with the class. This final reflection helps to consolidate learning and make the concepts more meaningful for students.

4. Teacher Feedback (1 minute): To conclude the lesson, the teacher should provide general feedback to the class. He can praise students' effort and creativity during the activities and emphasize the importance of teamwork and experimentation. Additionally, the teacher can remind students that mathematics is not just about numbers, but also about patterns, shapes, and logical thinking.

This feedback is a crucial part of the lesson plan as it allows the teacher to assess students' understanding of the topic and the effectiveness of the activities. Furthermore, it helps reinforce students' learning and encourages them to continue exploring and learning about geometric shapes.

Conclusion (5 - 10 minutes)

1. Summary of Key Topics (2-3 minutes): The teacher should start the conclusion by summarizing the key topics of the lesson. He should remind students about the basic geometric shapes (circle, square, triangle, and rectangle) and their distinct characteristics. The teacher should also highlight the notable properties of each shape, such as the number of sides and vertices in a square or the absence of sides and angles in a circle.

2. Connection between Theory and Practice (1-2 minutes): Next, the teacher should explain how the practical activities of playdough construction and mosaic creation helped bring the discussed theories to life. He should emphasize how students' discoveries during the activities connect with the properties and characteristics of geometric shapes. For example, if a student commented that all sides of a square are equal, the teacher can reinforce that this is an important property of a square.

3. Additional Materials (1 minute): The teacher can suggest some additional materials for students who wish to further explore the topic at home. This may include children's math books that address the topic of shapes and their properties, or interactive online games that allow students to explore shapes in a fun way. The teacher should remind students that these materials are optional but can be helpful for deepening their understanding of the topic.

4. Importance of the Subject in Daily Life (1-2 minutes): Finally, the teacher should explain the importance of geometric shapes in everyday life. He can mention how shapes are used in architecture to design houses and buildings, or how they are used in the design of everyday objects like tables, chairs, and toys. Additionally, the teacher can highlight how the ability to recognize and understand shapes can help students in other areas, such as problem-solving and pattern recognition.

5. Closing the Lesson (1 minute): To conclude the lesson, the teacher should thank students for their active participation and reinforce the idea that learning about mathematics can be fun and practical. He should encourage students to continue exploring and learning about shapes in their own time. The teacher can also announce the topic of the next lesson to create anticipation and curiosity among students.

The conclusion is an essential step in the lesson plan as it helps consolidate learning, connect theory to practice, and motivate students to continue learning about the subject. Additionally, it provides an opportunity for the teacher to assess the effectiveness of the lesson and make adjustments for future lessons.