Objectives (5 - 10 minutes)

1. Familiarize students with different types of graphs used in data representation: bar graph, line graph, image graph, and table.
2. Teach students to identify and interpret different types of graphs, understanding the relationship between graphical representation and the data presented.
3. Develop students' ability to create their own graphs using provided or self-collected data.

Secondary Objectives:

• Stimulate students' curiosity and interest in mathematics, showing them how mathematics is present in everyday and practical situations.
• Promote teamwork and effective communication through group discussion and problem-solving activities.

Introduction (10 - 15 minutes)

1. Content review: The teacher starts the lesson by reminding students about what data is and how it can be represented. Some students may be asked to share examples of situations where they have seen or used graphs. (5 minutes)
2. Problem situations: The teacher presents two problem situations that involve the need to use graphs to represent data. For example, "In a classroom, we want to know how many students have brown eyes, how many have blue eyes, and how many have green eyes. How can we represent this data clearly and easily understandable for everyone?" and "In a library, we would like to know which genres of books are most read. How can we show this data in an organized and visually appealing way?" (5 minutes)
3. Contextualization: The teacher explains that graphs are very useful tools for representing data in an organized and visually appealing way. They are used in many areas of life, such as in newspapers and magazines to show statistics, on maps to represent the distribution of populations or resources, and even in video games to show the player's progress. (3 minutes)
4. Introduction to the topic: To spark students' interest, the teacher can share some curiosities about graphs. For example, they may mention that the first bar graph was created by a French mathematician named Charles Joseph Minard in 1861 to represent the movement of an army during the American Civil War. Or they can show examples of line graphs used in weather forecasting or image graphs used in coloring books to represent quantities. (2 minutes)

Development (20 - 25 minutes)

In this stage, students will delve into the different types of graphs. They will have the opportunity to explore and learn about each of them through study materials selected by the teacher. The idea is for students to take responsibility for their own learning, with the teacher acting as a facilitator.

Activity suggestions for the development stage:

1. Learning Station: The teacher creates 4 learning stations, one for each type of graph (bar graph, line graph, image graph, and table). At each station, study materials such as books, magazines, online educational games, posters, etc., are made available for students to explore in small groups. The goal is for students to understand how each type of graph works, identifying its parts and how they represent the data. At the end of the activity, students should be able to explain to the rest of the class what they learned about each type of graph. (10 - 15 minutes)
2. Graph Memory Game: The teacher prepares a memory game with cards containing different graphs (a bar graph, a line graph, an image graph, and a table, for example) and other cards containing data. Students play in pairs, trying to match the graph cards with the corresponding data cards. This helps reinforce the connection between the graphs and the data they represent. (5 - 10 minutes)
3. Creating Your Own Graph: This is a practical application activity, where students are divided into small groups and given a sheet of paper, colored pencils, and a set of data to represent. Students must use the provided data to create their own graph, choosing the type of graph they consider most appropriate and explaining their choice. This activity promotes creativity and the application of acquired knowledge. (10 - 15 minutes)

The teacher can choose one or more of these activities, depending on the available time and the pace of the class's learning. They should move around the room, assisting students as needed and observing their progress to make adjustments in future lessons if necessary.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle and invites each group to share what they learned during the learning stations. Each group should present a summary of what they discovered about the type of graph they studied, explaining how it works and how it represents the data. The teacher should ask questions to stimulate reflection and deepen students' understanding. (5 - 7 minutes)
2. Connection to Theory: After all presentations, the teacher leads a discussion to connect students' findings with the theory. For example, they may ask how the parts of a graph relate to the data it represents, or when it is more appropriate to use one type of graph over another. The teacher should reinforce key concepts, correcting any misunderstandings and praising students' achievements. (3 - 5 minutes)
3. Individual Reflection: To end the lesson, the teacher proposes that students reflect for a minute on what they have learned. They ask two simple questions to guide the reflection: "What was most interesting to you in today's lesson?" and "How can you use what you learned about graphs in real-life situations?" Students can share their answers if they wish, but it is not mandatory. The goal of this activity is to help students internalize what they have learned and realize the relevance of the content to their lives. (2 - 3 minutes)

Throughout the feedback, the teacher should maintain a welcoming and encouraging environment, valuing each student's contributions and promoting mutual trust and respect. They should also take the opportunity to assess students' progress and identify any areas that may need review or reinforcement.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher recaps the main points of the lesson, emphasizing the importance of graphs as tools for representing data clearly and organized. They reinforce the different types of graphs that were covered (bar graph, line graph, image graph, and table) and how each of them can be used to represent different types of data. The teacher also reminds students about the connection between theory and practice, highlighting the group activities where students had the opportunity to create their own graphs. (2 - 3 minutes)
2. Theory and Practice Connection: The teacher explains how the lesson connected theory to practice. They mention that by exploring the different types of graphs in active learning situations, students could see how theory is applied in practice. Additionally, by creating their own graphs, students were able to put into practice what they learned, strengthening their understanding of the concepts. (1 - 2 minutes)
3. Extra Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. They may recommend reading children's math books that address the topic of graphs, exploring online educational games that involve creating and interpreting graphs, or observing graphs in newspapers and magazines at home. (1 minute)
4. Importance of the Subject: Finally, the teacher emphasizes the importance of graphs in everyday life. They explain that graphs are widely used in many areas of life, from data representation in scientific studies to data organization in companies and organizations. Furthermore, the ability to interpret and create graphs is an essential skill for problem-solving and making informed decisions. (1 minute)

During the conclusion, the teacher should maintain a positive and encouraging tone, highlighting students' efforts and achievements. They should also ensure that students feel comfortable asking questions or seeking clarification, reinforcing that learning is a continuous process.