Objectives (5 - 10 minutes)

1. Understanding the concept of area: The teacher must ensure that students understand what area is and how it is calculated. They should be able to define area in their own words and understand that area is a measure of how much space a two-dimensional figure occupies.

2. Calculating the area of a square: Students should learn the formula for calculating the area of a square, which is simply the side squared (A = L²). They should understand that to find the area of a square, they only need to know the length of one of its sides.

3. Practical application of area calculation: Students should be able to apply the concept of area calculation in practical situations. They should be able to solve problems involving the determination of the area of a square in different contexts, such as determining the amount of tiles needed to cover the floor of a square room.

Secondary Objectives

• Develop critical thinking skills: When solving problems involving the calculation of the area of a square, students should be encouraged to think critically and develop effective strategies for problem-solving.

• Stimulate active participation: The teacher must ensure that all students are involved in the class by asking questions, sharing their ideas, and solving problems together.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing two essential concepts that are prerequisites for understanding the topic to be addressed: the concept of a square and the formula for calculating the area of a two-dimensional figure. This can be done by asking students what they already know about these concepts and reinforcing the correct definitions.

2. Problem situations: Next, the teacher should present two problem situations to the students that will serve as the basis for the development of the lesson content. For example, 'How many identical tiles with 1 meter on each side are needed to cover the floor of a square room?' and 'If the area of a square is 16 square meters, how long is each side of this square?'.

3. Contextualization: The teacher should explain to the students the importance of area calculation and how this skill is useful in everyday situations, such as in construction, interior decoration, engineering, among others.

4. Engaging students' attention: To spark students' interest, the teacher can share some curiosities about the area of a square. For example, 'Did you know that the area of a square is always equal to its side squared?' or 'Did you know that area calculation is one of the first practical applications of the multiplication concept we learn in mathematics?'.

5. Introduction of the topic: Finally, the teacher should introduce the topic of the lesson - the calculation of the area of a square - and inform the students about the Learning Objectives. He should emphasize that by the end of the lesson, students will be able to calculate the area of a square and apply this skill in practical situations.

Development (20 - 25 minutes)

1. Activity 'Building Squares' (10 - 15 minutes)

   1.1. Necessary materials: Cardboard paper, ruler, pencil, scissors, and glue.

   1.2. Activity description: Students will be divided into groups of 3 or 4. Each group will receive a piece of cardboard paper, a ruler, a pencil, scissors, and glue. They should first draw a square on the cardboard paper, measuring one of the sides with the ruler. Then, they should cut the drawn square and finally glue the cut square on a sheet of paper.

   1.3. Activity objective: The objective of this activity is to allow students to visualize and manipulate a square, which will help them better understand the concept of a square and the relationship between the area and the side of the square.

   1.4. Guidelines: The teacher should guide the students to measure the side of the square with the ruler before cutting it. Additionally, he should encourage the students to discuss among themselves about the relationship between the area of the square and the side of the square.

2. Activity 'Calculating the Area' (10 - 15 minutes)

   2.1. Necessary materials: Paper, pencil, and calculator (optional).

   2.2. Activity description: Each group will receive a set of squares of different sizes, but all with the same shape (i.e., all are squares). Students should measure the side of each square, write down the value, and then calculate the area of each square using the formula A = L². They should record their measurements and calculations on a sheet of paper.

   2.3. Activity objective: This activity aims to allow students to practice calculating the area of a square and realize the relationship between the side of the square and its area.

   2.4. Guidelines: The teacher should circulate around the room, assisting groups that are having difficulties and encouraging discussion among the students. If possible, the teacher can ask some groups to present their results to the class, promoting the exchange of ideas and collective reflection.

3. Activity 'Applying Area Calculation' (5 - 10 minutes)

   3.1. Necessary materials: Printed activity sheets.

   3.2. Activity description: The teacher should distribute an activity sheet to each student. The activity sheets should contain a series of problems involving the application of the calculation of the area of a square in practical situations. For example, 'If the area of a square is 36 cm², what is the length of its side?' or 'If the area of a square is 100 m², how many tiles with 1 meter on each side are needed to cover the floor of this square?'.

   3.3. Activity objective: The objective of this activity is to allow students to apply what they have learned about the calculation of the area of a square in practical situations, promoting the transfer of knowledge.

   3.4. Guidelines: The teacher should guide the students to carefully read each problem, identify the information needed to solve it, and use the formula A = L² to calculate the area of the square. Students should solve the problems on their activity sheets, and the teacher should be available to assist them when necessary.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   1.1. The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities.

   1.2. Each team should briefly share their experience and learning during the activities. They can talk about how they built the squares, how they measured the sides, how they calculated the area, and how they solved the problems on the activity sheet.

   1.3. The teacher should guide the discussion, reinforcing the main concepts and correcting possible misconceptions. He should encourage students to ask each other questions and share their doubts.

2. Connection with Theory (3 - 5 minutes)

   2.1. After the discussion, the teacher should make the connection between the practical activities carried out by the students and the theoretical concept of the area of a square.

   2.2. The teacher should explain how the formula A = L², which was used during the activities, is a mathematical representation of the concept of the area of a square. He should show that by calculating the area of a square, students are actually multiplying the length of one side by itself.

   2.3. The teacher should reinforce that the area of a square is always equal to the square of its side, regardless of the size of the square.

3. Individual Reflection (2 - 3 minutes)

   3.1. Finally, the teacher should propose that students reflect individually on what they learned in the lesson. He should ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'

   3.2. Students should write down their answers on a piece of paper and then share their reflections with the class.

   3.3. The teacher should listen carefully to the students' reflections and use this feedback to plan future lessons and activities, ensuring that all doubts are clarified and that all students have understood the content.

4. Feedback and Lesson Closure (1 - 2 minutes)

   4.1. To conclude the lesson, the teacher should provide general feedback on the class's performance. He should praise the students' efforts, highlight strengths, and point out areas that need more practice or study.

   4.2. The teacher should encourage students to continue practicing the calculation of the area of a square at home and to bring their doubts to the next lesson.

   4.3. Finally, the teacher should reinforce the Learning Objectives of the lesson and inform the students about what they will learn in the next lesson.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   1.1. The teacher should recap the main points covered during the lesson. He should reinforce the concept of the area of a square, the formula to calculate it (A = L²), and how to apply it in practical situations.

   1.2. He should highlight the main difficulties encountered by students during the activities and how they were overcome. For example, if many students had difficulty visualizing the relationship between the side of the square and its area, the teacher can mention how the 'Building Squares' activity helped clarify this concept.

   1.3. The teacher should remind students that the area of a square is always equal to the square of its side, regardless of the size of the square. He can reinforce this idea with examples and demonstrations.

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

   2.1. The teacher should explain how the lesson connected theory (the concept of the area of a square and the formula to calculate it) with practice (the 'Building Squares' and 'Calculating the Area' activities) and applications (the problems on the activity sheet).

   2.2. He should emphasize that by performing the practical activities, students were able to apply the theory in a concrete way and better understand the concept of the area of a square.

   2.3. Additionally, the teacher should remind students that calculating the area is an important and useful skill in many everyday situations, such as in construction, interior decoration, engineering, among others.

3. Additional Materials (1 - 2 minutes)

   3.1. The teacher should suggest some additional materials for students who wish to deepen their knowledge of calculating the area of a square. This may include math books, educational websites, explanatory videos, among others.

   3.2. For example, he may recommend the use of dynamic geometry software, such as Geogebra, which allows students to visualize the relationship between the side of the square and its area interactively.

4. Importance of the Subject for Everyday Life (1 - 2 minutes)

   4.1. Finally, the teacher should reinforce the importance of calculating the area of a square for everyday life. He should remind students that this skill is useful in many practical situations, such as calculating the amount of paint needed to paint a wall or the number of tiles needed to cover the floor of a room.

   4.2. Additionally, the teacher should emphasize that calculating the area is one of the first practical applications of the multiplication concept that students learn in mathematics, and that understanding this concept is fundamental for the development of more advanced mathematical skills.