Objectives (5 - 7 minutes)

1. Provide students with a solid introduction to basic geometric shapes, such as circle, square, rectangle, and triangle, and their distinct characteristics. The teacher should use practical and visually appealing examples to make learning more interesting and understandable.

2. Teach students how to identify and differentiate basic geometric shapes in their daily environment. The teacher can use real objects or images to illustrate the presence of these shapes in the students' surroundings, encouraging them to observe and recognize shapes in their everyday life.

3. Develop students' ability to classify basic geometric shapes based on their distinct properties. The teacher can propose group activities where students have to classify objects or images according to shape, promoting the practical application of the learned concept.

Introduction (10 - 15 minutes)

1. The teacher should start the lesson by reminding students of the basic concepts of geometric shapes they have learned in previous classes. This may include identifying the simplest shapes, such as circle, square, rectangle, and triangle, and their general properties.

2. Next, the teacher can present two easily understandable problem situations to the students. For example, they can show a box of pencils and ask, 'How many sides does this box have? And how many vertices?' Or, showing a soccer ball, they can ask, 'How many faces does this ball have? And how many vertices?'

3. To spark students' interest, the teacher can explain the importance of geometric shapes in our daily lives. They can mention how shapes are used in building construction, clothing and toy design, and even in games and sports.

4. Then, the teacher can share two fun facts about shapes. The first is that all balls, whether soccer, basketball, or volleyball, are spheres, which is a three-dimensional form of a circle. The second is that most houses and buildings we see around us are made of squares and rectangles because these shapes are easy to stack and fit together.

5. To introduce the topic of the lesson, the teacher can pose an intriguing question: 'Did you know that even the shape of a heart, which seems so different from the other shapes we've learned, can be divided into two halves that are exactly the same? This means that the heart can also be considered a geometric shape!'

6. Finally, the teacher should explain that in today's class, they will learn more about geometric shapes and how they are present in our world. They can say, 'Today, we will explore shapes in a more fun and interesting way. Let's get started!'

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes)

   1.1. The teacher should start by explaining that there are different types of geometric shapes, such as circle, square, rectangle, and triangle. They should draw each of these shapes on the board and explain their main characteristics, such as the number of sides, vertices, and specific properties. For example, the circle has no sides or vertices, the square has four equal sides and four vertices, the rectangle has four sides, but opposite sides are not equal, and so on.

   1.2. The teacher should then expand students' knowledge about shapes, showing that besides basic shapes, there are other shapes that can be obtained through combinations or alterations of basic shapes. For example, a hexagon is a shape created by combining six triangles, and a rhombus is a shape created by combining two triangles.

2. Interactive Activity (7 - 8 minutes)

   2.1. The teacher can propose a group activity where each group receives a set of paper cut-out shapes. They must work together to classify the shapes according to the characteristics discussed in the theory (number of sides, vertices, etc.). The teacher should move around the room, guiding and assisting the groups as needed.

   2.2. To make the activity more interesting, the teacher can introduce a time challenge. For example, the group that correctly classifies all shapes in the shortest time wins a small prize. This will help keep students engaged and motivated.

3. Practical Activity (3 - 5 minutes)

   3.1. After the group activity, the teacher can propose an individual activity where students must draw in their notebooks a scene from their daily life, but using only geometric shapes. They can draw a house, a tree, a car, etc. The teacher should encourage students to use different shapes and experiment in creating their images.

   3.2. At the end of the activity, the teacher can ask some students to share their drawings with the class. This will not only reinforce learning but also promote appreciation for creativity and diversity of thought.

4. Review (5 - 8 minutes)

   4.1. The teacher should conclude the practical part of the lesson with a general review. They should ask some students to share how they classified the shapes in the group activity and which shapes they used in their drawings. The teacher can use these answers to assess students' understanding and identify any points that need reinforcement.

   4.2. Next, the teacher should provide a brief review of the main theories and concepts discussed in the lesson. They can do this by asking simple questions to the students, such as 'Do you remember how many sides a square has?' or 'What is the difference between a square and a rectangle?'. These questions will help reinforce learning and ensure students understand the basic concepts.

   4.3. Finally, the teacher should emphasize the importance of what was learned, explaining how the ability to identify and classify shapes is useful in many aspects of our daily lives, from organizing objects to solving more complex mathematical problems.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   1.1. The teacher should gather all students in a large circle and ask each group to share their findings and solutions from the group activity. They should discuss how they classified the shapes and what were the main difficulties or challenges encountered. The teacher should facilitate the discussion, encouraging students to explain their answers and listen to their peers' ideas.

   1.2. During the discussion, the teacher can ask questions to check students' understanding, such as 'Why did you think this object was a square and not a rectangle?' or 'How did you decide that this shape was a triangle and not a circle?'. These questions will help consolidate students' knowledge and reinforce the concepts learned.

2. Connection with Theory (2 - 3 minutes)

   2.1. After the group discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. They can highlight how students applied what they learned to classify shapes and create their drawings.

   2.2. The teacher should reinforce key concepts, emphasizing the distinct characteristics of each shape and how these characteristics help classify shapes. They can say, 'Do you remember that the square has four equal sides and four vertices? That's why you classified it correctly!' or 'You used the shapes very well to draw the scene, showing that you understood how shapes work.'

3. Reflection (3 minutes)

   3.1. To conclude the lesson, the teacher should propose a moment of reflection. They can ask two simple questions for students to think for a minute before responding.

   3.2. The first question could be: 'What was the most fun part of learning about shapes today?' This question allows students to express what they enjoyed most in the lesson, reinforcing the idea that mathematics can be fun and interesting.

   3.3. The second question could be: 'How can you use what you learned today in your daily lives?' With this question, the teacher aims to promote the application of knowledge, making students realize the relevance and usefulness of geometric shapes in their daily lives.

4. Positive Reinforcement (1 - 2 minutes)

   4.1. At the end of the lesson, the teacher should praise the effort and participation of all students. They can say, 'You all did a great job today! I could see that you were very focused on the activities and made an effort to classify the shapes and create the drawings. Congratulations!'

   4.2. The teacher can also remind students that mathematics is a skill that develops with practice, and that they are on the right path to becoming great mathematicians. They can say, 'Remember, mathematics is like a game. The more you practice, the more you learn and the more fun it gets. So keep practicing and exploring shapes!'

Conclusion (5 - 7 minutes)

1. Summary (2 - 3 minutes)

   1.1. The teacher should start the conclusion by recalling the main points of the lesson, emphasizing the importance of geometric shapes and their distinct characteristics. They can reiterate that basic shapes, such as circle, square, rectangle, and triangle, are the foundation for understanding more complex shapes and are fundamental in many aspects of our daily lives.

   1.2. Additionally, the teacher should emphasize that the ability to identify and classify shapes is not just a mathematical skill, but also an important cognitive skill that helps develop logical thinking and problem-solving abilities.

2. Connection of Theory with Practice (1 - 2 minutes)

   2.1. The teacher should explain that today's lesson was designed to connect the theory of geometric shapes with practice, through interactive and practical activities. They can say, 'We learned about shapes and their characteristics, and then applied this knowledge to classify shapes and create drawings. This helped us better understand how shapes work and how they are used in our world.'

   2.2. Furthermore, the teacher should reinforce that the group and individual activities allowed students to explore shapes in a fun and engaging way, promoting active learning and creativity.

3. Extra Materials (1 minute)

   3.1. The teacher can suggest some extra materials for students to explore at home. This may include children's books on geometric shapes, interactive online shape classification games, or even educational math videos on YouTube.

   3.2. The teacher should emphasize that these materials are optional, but can help students deepen their understanding of shapes and become even more comfortable in identifying and classifying shapes in their daily lives.

4. Importance of the Subject (1 minute)

   4.1. Finally, the teacher should conclude the lesson by explaining the importance of what was learned. They can say, 'Geometric shapes are an essential part of mathematics and are present everywhere around us. By learning about shapes and their characteristics, you are developing a skill that will be useful in many aspects of your lives. You will be able to use this skill to organize objects, solve mathematical problems, and even appreciate the beauty of the world around us.'

   4.2. Additionally, the teacher should encourage students to notice shapes in their daily environment, whether at home, school, or during their outings. They can say, 'From now on, I want you to look around and see how many shapes you can identify. You will be surprised at the number of shapes you can see everywhere!'

   4.3. The teacher should emphasize that, as with all mathematical skills, practice is key. They can say, 'Keep practicing and exploring shapes, and soon you will become true geometry experts!'

   4.4. Finally, the teacher should thank the participation and effort of all students, ending the lesson on a positive note and encouraging them to continue learning and exploring the wonderful world of mathematics.