Objectives (5 - 7 minutes)

1. Understand the difference between prisms and pyramids: The main objective of this lesson is to ensure that students understand the difference between prisms and pyramids, both in terms of shape and structure. They should be able to identify whether a solid is a prism or a pyramid based on its characteristics.

2. Identify the flat patterns of prisms and pyramids: Students should learn to identify the 2D shapes that make up the surfaces of a prism or a pyramid when unfolded. This will involve the exploration and manipulation of models of three-dimensional solids.

3. Apply the concept of prism and pyramid in everyday situations: Finally, students should be able to apply what they have learned about prisms and pyramids in everyday situations. They should be able to identify examples of prisms and pyramids in their home, school, or community, and understand how these shapes are used in different contexts.

The teacher should clearly explain these objectives to the students, ensuring that everyone understands what is expected of them by the end of the lesson. In addition, the teacher should emphasize the importance of the subject, showing how knowledge about prisms and pyramids is relevant to daily life and to other areas of study, such as geometry and physics.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reminding students about the concepts of basic geometric shapes, such as squares, rectangles, triangles, and circles. This will establish the foundation for understanding the geometric solids that will be covered in this lesson. The teacher can use flashcards or images projected on the board to make the review more interactive and engaging.

2. Contextualized problem situations: Next, the teacher should present two problem situations that will pique the students' interest and connect the lesson content with the real world.

   • Situation 1: The teacher can show a carton of milk or fruit juice and ask students how they think the carton was made. This helps introduce the concept of 'flat pattern,' which will be discussed later in the lesson.

   • Situation 2: The teacher can present a toy pyramid (like the pyramids of Egypt) and a rectangular prism made of paper (like a pencil box) and ask students what the differences are between these objects. This helps introduce the concepts of 'prism' and 'pyramid,' which will be the main focuses of the lesson.

3. Contextualization of the importance of the subject: The teacher should briefly explain how knowledge about prisms and pyramids is relevant to everyday life and to other areas of knowledge. For example, it can be mentioned how architects and engineers use these shapes in the construction of buildings and monuments, or how artists use these shapes to create sculptures and paintings.

4. Introduction of the topic with curiosities: To spark students' interest, the teacher can share some curiosities about prisms and pyramids. For example, it can be mentioned that the pyramids of Egypt are the oldest and most famous examples of pyramids, and that prisms are often used in optics to deflect light. Additionally, the teacher can show images of prisms and pyramids in everyday situations, such as buildings, gift boxes, etc., to help students visualize these shapes in a familiar context.

Development (20 - 25 minutes)

The teacher should now present the main concepts of the lesson, which are the difference between prisms and pyramids, the flat patterns of these solids, and the practical application of these concepts.

1. Discussion of prisms and pyramids (5 minutes):

   • The teacher should explain that prisms and pyramids are three-dimensional geometric solids.
   • To facilitate students' understanding, the teacher can use everyday examples, such as a shoebox that is a rectangular prism and a toy pyramid.
   • They should show the distinct characteristics of each: prisms have equal and parallel bases (top and bottom), while pyramids have a base and a top (or apex) connected by triangular faces.
   • The teacher can illustrate these characteristics on the board or with models of geometric solids.

2. Flat patterns of prisms and pyramids (10 - 12 minutes):

   • The teacher should explain the concept of flat patterns, which is the way to unfold a three-dimensional solid into its two-dimensional faces. This helps visualize and better understand the structure of the solid.
   • Once students understand the difference between prisms and pyramids, the teacher can show how to flat pattern each of them.
   • The teacher should interact with students by asking questions, such as: 'How many triangles are there in a 4-sided pyramid (tetrahedron)?' or 'How many rectangles are there in a 3-sided rectangular prism?'
   • The teacher should encourage students to make flat patterns of prisms and pyramids on paper or using models of three-dimensional solids.

3. Practical application (5 - 8 minutes):

   • The teacher should show examples of prisms and pyramids in everyday situations. For example, it can be shown how a soda can is a cylindrical prism, or how a pyramid is used in the design of a party hat.
   • The teacher can ask students to look for examples of prisms and pyramids at home or at school and bring them to the next lesson. This helps reinforce the connection between mathematics and the real world.
   • The teacher can also engage students in a practical activity, where they will have to build models of prisms and pyramids using toothpicks and modeling clay. This playful activity will help consolidate students' understanding of the concepts presented.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should gather all students for a group discussion. Each group will have the opportunity to share the solutions or conclusions they found during the activities. The teacher should encourage students to explain how they arrived at these conclusions, promoting logical thinking and clear communication. During the discussion, the teacher should reinforce the correct concepts and clarify any possible confusions or misunderstandings.

2. Connection with theory (2 - 3 minutes): After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson. They should highlight how the practical activities and group discussions helped deepen students' understanding of prisms and pyramids. For example, they can ask: 'How did the activity of building a prism or pyramid model help better understand the flat patterns of these solids?' or 'How did the group discussion help identify the differences between prisms and pyramids?'

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect on what they have learned. This can be done through two simple questions:

   • Question 1: 'What did you find most interesting in today's lesson about prisms and pyramids? Why?'
   • Question 2: 'How can you use what you learned today about prisms and pyramids in everyday situations?'

   Students should have a moment to think about these questions and, if they wish, they can share their answers with the class. The goal of this reflection is to help students consolidate what they have learned and see the relevance of the content to their lives.

4. Teacher feedback (1 minute): Finally, the teacher should thank the students for their participation in the lesson and provide overall feedback on the class's performance. They can praise the students' effort and dedication, highlight the strengths of the lesson, and suggest areas for improvement. The teacher can also take this opportunity to reinforce the importance of continuous study and practice in consolidating learning.

Conclusion (5 - 7 minutes)

1. Summary of key points (2 - 3 minutes): The teacher should summarize the key points covered during the lesson, reinforcing the difference between prisms and pyramids, the flat patterns of these solids, and the practical application of these concepts. For example, they can recap the distinct characteristics of prisms and pyramids, such as the parallel bases of prisms and the triangular faces of pyramids. Additionally, they can revisit the concept of flat patterns, highlighting how this technique helps visualize and understand the structure of solids. Finally, they can reiterate the importance of being able to identify prisms and pyramids in everyday situations, showing how these shapes are used in various contexts.

2. Connection between theory and practice (1 - 2 minutes): The teacher should explain how the lesson connected the theoretical concepts of prisms and pyramids with practice. They can mention the flat pattern activities carried out by students, which allowed for the direct application of the concepts learned. Additionally, they can cite the group discussion and the model-building activity, which helped consolidate students' understanding of prisms and pyramids. The teacher should emphasize that mathematics is not just a set of abstract formulas and theories, but a discipline that can be explored in a practical and fun way.

3. Extra materials (1 - 2 minutes): The teacher can suggest extra materials for students who wish to deepen their knowledge of prisms and pyramids. This may include educational websites with games and interactive activities on the subject, math books with chapters dedicated to spatial geometry, or online videos that explain the properties of prisms and pyramids in a playful and visual way. The teacher should emphasize that these materials are optional but can be useful for students who want to review or explore more about the topic.

4. Importance of the subject (1 minute): Finally, the teacher should reinforce the importance of knowledge about prisms and pyramids for daily life and for other areas of knowledge. For example, they can mention how the ability to identify and describe these shapes is useful in design activities, architecture, art, and even in construction games like Lego. Additionally, they can explain how understanding spatial geometry is fundamental for solving more complex mathematical problems. The teacher should encourage students to explore the world around them, looking for examples of prisms and pyramids in different contexts, and to share their findings in the next lesson.