Objectives (5 - 10 minutes)

1. Understand the difference between the main types of charts: The teacher should explain the difference between pie, bar, and line charts, describing their main characteristics and applications.

2. Data interpretation in charts: Students should learn to interpret the data presented in different types of charts. This includes analyzing trends, comparisons, and patterns.

3. Practical application: Students should be able to apply their newly acquired knowledge to create and interpret charts based on data from a real survey, such as the favorite color of the students in the class.

Secondary objectives:

1. Develop critical thinking skills: By learning to interpret charts, students will also be developing their critical thinking skills. They will learn to ask questions, analyze information, and make decisions based on the data presented.

2. Promote teamwork: During the practical activity, students will be encouraged to work in groups, promoting collaboration and communication among them.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of mean, median, and mode that were learned in previous classes. It is important for students to understand these concepts as they will be useful for interpreting charts and tables.

2. Introductory problem situations: The teacher can propose two problem situations to draw students' attention to the lesson topic. For example:

   • How could we present the results of a survey on students' favorite ice cream flavors in a way that everyone can easily understand?
   • If we had data on the heights of players on a basketball team, how could we present them in a way to easily visualize the distribution of heights?

3. Contextualization: The teacher should explain to the students that charts and tables are widely used tools in various areas such as economics, health, meteorology, among others, to present and interpret data clearly and efficiently.

4. Introduction to the topic: The teacher should introduce the topic of the lesson, explaining that they will learn about the different types of charts (pie, bar, and line) and how to interpret them. To capture students' attention, the teacher can share some related curiosities or stories, such as:

   • The story of how Florence Nightingale, a British nurse, used pie charts to persuade the government to improve the health conditions of soldiers during the Crimean War.
   • The importance of charts in weather forecasting, allowing meteorologists to visualize patterns and make more accurate predictions.

5. Lesson expectations: Finally, the teacher should explain to the students what is expected of them by the end of the lesson, including understanding the different types of charts, the ability to interpret data presented in these charts, and the application of this knowledge in a practical activity.

Development (20 - 25 minutes)

1. Chart Analysis Activity (7 - 10 minutes): The teacher should present students with a series of different charts (pie, bar, and line) representing varied data. The charts can be from magazines, newspapers, textbooks, or created by the teacher. In groups, students should analyze each chart, identifying the type of chart, what it represents, what patterns or trends can be observed, and what conclusions can be drawn from the data. The teacher should circulate around the room, assisting groups as needed and asking questions to stimulate critical thinking.

2. Practical Chart Creation Activity (13 - 15 minutes): In this activity, students will have the opportunity to apply their newly acquired knowledge about charts in a fun and engaging way.

   • Step 1: The teacher should divide the class into small groups and provide each group with a large sheet of paper, markers of different colors, and a list of data to be represented in charts. The data can be fictional or real, such as the results of a survey on the favorite color of the students in the class.
   • Step 2: The groups should discuss and decide which type of chart (pie, bar, or line) is most suitable to represent the data they received. They should justify their choice based on what they learned in class.
   • Step 3: Next, the groups should create the chart on the large paper, paying attention to ensure that the chart is clear and easy to understand. They should include a title, axis labels (if applicable), a legend (if necessary), and a brief description or conclusion based on the chart's data.
   • Step 4: Finally, each group should present their chart to the class, explaining the choice of chart type and what the data represents. Other students should ask questions and provide feedback.

3. Group Discussion (5 - 7 minutes): After all presentations, the teacher should lead a group discussion. This should include a review of the different types of charts and their applications, as well as a reflection on the process of creating and interpreting charts. The teacher should ask students what they found most challenging and what they learned from the activity. This will help consolidate learning and prepare students for the next part of the lesson.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should facilitate a group discussion where each team will have the opportunity to share their conclusions and reflections on the practical activity. Here, all created charts will be discussed with the class, allowing students to learn from each other and improve their chart interpretation skills. The teacher should encourage students to comment on other groups' charts and ask questions. This fosters a collaborative learning environment and helps consolidate students' understanding of the topic.

2. Teacher Feedback (2 - 3 minutes): After the discussion, the teacher should provide feedback on the students' work. This should include praise for strengths as well as constructive suggestions on areas that can be improved. The teacher should also highlight the main learnings from the activity, linking them back to the theory presented at the beginning of the lesson.

3. Individual Reflection (3 - 5 minutes): To conclude the lesson, the teacher should propose a moment of individual reflection. Students should think about what they learned during the lesson and which concepts are still not completely clear. The teacher can guide this reflection through questions such as:

   1. What was the most important concept you learned today?
   2. What did you find most challenging in the practical activity?
   3. What questions are still unanswered for you?

   This reflection is crucial for students to internalize what they learned and identify areas that need further study or practice.

4. Clarification of Doubts (2 - 3 minutes): Finally, the teacher should open a space for students to ask questions or clarify doubts they may still have. It is important for the teacher to respond to these questions clearly and encourage all students to participate, ensuring they feel comfortable expressing their doubts or uncertainties.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the main points of the lesson, reminding students of the difference between types of charts (pie, bar, and line), how to interpret the data presented in these charts, and the practical applications of these skills. This will serve as a reminder of key concepts and can help consolidate students' learning.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected theory with practice. This can be done by highlighting how the learned concepts were applied in the practical activity of creating and interpreting charts, and how these skills are useful in the real world.

3. Suggestion of Extra Materials (2 - 3 minutes): The teacher should suggest additional resources for students who wish to deepen their knowledge on the lesson topic. This may include books, videos, interactive websites, educational games, among others. For example, the teacher may suggest that students explore the IBGE website, which presents a series of statistical charts and tables on various aspects of Brazilian reality.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject learned for students' daily lives. It can be highlighted how the ability to create and interpret charts is a valuable skill in many areas of life, from better understanding the news to making informed decisions on personal or professional issues. For example, the teacher may mention how charts are used to represent information in diverse areas such as economics, politics, health, sports, among others.

   This conclusion serves to reaffirm the lesson's learnings, motivate students to continue learning about the topic, and apply the acquired knowledge in their daily lives.