Objectives (5 - 7 minutes)

1. Main Objective: The student should be able to identify and classify different geometric shapes (circle, square, rectangle, and triangle) according to their visual characteristics.

2. Secondary Objective 1: The student should be able to draw the mentioned geometric shapes accurately and clearly on a piece of paper.

3. Secondary Objective 2: The student should be able to recognize geometric shapes in everyday objects, reinforcing the importance and practical application of the studied content.

4. Secondary Objective 3: The student should be able to create logical sequences and patterns using the studied geometric shapes, developing their mathematical thinking skills.

Introduction (10 - 12 minutes)

1. Reviewing Content: The teacher starts the lesson by reviewing with the students the content of geometric shapes that was previously studied. He can use images of geometric shapes known to the students, such as a clock (circle), a pencil box (rectangle), or a piece of paper (square). He can ask simple questions like "How many sides does a square have?" or "What shape is the sun?" to reinforce the students' memory of the shapes.

2. Problem-Solving Scenarios: The teacher presents two problem-solving scenarios to arouse the students' curiosity and introduce the topic of the lesson. The first scenario could be: "Have you noticed that most of the buildings we see on the street are rectangular or square? Why do you think that happens?". The second scenario could be: "When you play with a puzzle, why do the pieces have different shapes? Could all pieces be of the same shape?".

3. Contextualization: The teacher explains that understanding geometric shapes is very important because they are present in various aspects of our daily lives. He may mention that architects use geometric shapes to design buildings, that artists use shapes to create drawings and paintings, and even that cooks use shapes to make cookies and cakes.

4. Introduction to the Topic: The teacher introduces the topic of the lesson, explaining that they will learn to classify geometric shapes according to their characteristics. He can say: "Today, we will learn a little more about geometric shapes and how we can classify them. Did you know that there are different types of triangles, for example? And that not all circles are the same size? Let's discover these and other curiosities together!".

5. Capturing Students' Attention: To capture the students' attention, the teacher can share two curiosities about geometric shapes. The first curiosity could be: "Did you know that the square is the only geometric shape that has all sides equal?". The second curiosity could be: "And the triangle, did you know that there are triangles that have all sides and angles equal, and others that have different sides and angles?".

Development (20 - 25 minutes)

1. Activity 1 - "The Shape Hunt":

   • The teacher organizes the students into small groups of up to 5 members.
   • Each group receives a sheet of paper and a pencil.
   • The teacher then announces that the students are "shape detectives" and that their mission is to find and draw as many geometric shapes as they can in the classroom. The shapes can be in objects in the classroom, such as tables, chairs, boards, or even in school materials, like books, pencils, and erasers.
   • The students have a set time to complete the activity. During this time, the teacher circulates around the room, assisting the groups, asking questions to stimulate observation and logical reasoning, and correcting any errors.
   • At the end of the established time, each group shares with the class the shapes they found, explaining why they classified each one that way. The teacher takes the opportunity to reinforce learning, clarify doubts, and correct possible misconceptions.

2. Activity 2 - "Building with Shapes":

   • The teacher proposes a construction activity using geometric shapes.
   • Each group receives a set of colored cards with different geometric shapes (circle, square, rectangle, and triangle) and a cardboard to build a scene.
   • The students must use the shapes to create a scene, such as a park with trees and a house, for example. They are encouraged to create patterns and sequences using the shapes.
   • During the activity, the teacher circulates around the room, guiding the students, stimulating creativity, and reinforcing learning. He can ask questions like "How many squares did you use to make the house?" or "How did you make the tree have a round shape?".
   • At the end, each group presents their scene, explaining the shapes and patterns used. The teacher takes the opportunity to reinforce the content, ask additional questions, and praise the effort and creativity of each group.

3. Activity 3 - "Memory Game of Shapes":

   • The teacher proposes a version of the memory game with cards of geometric shapes.
   • Each group receives a set of cards with pairs of drawn geometric shapes.
   • The students must turn over two cards at a time, trying to find pairs of identical shapes. When this happens, they must explain the shape found.
   • The teacher circulates around the room, assisting the students and reinforcing learning. For example, he can ask the students to identify the shape they just turned over and ask if they can find other similar shapes in the room.
   • The game continues until all pairs of cards are found. The group that finds the most pairs is the winner.

These activities are suggestions, and the teacher can choose the one that best suits his class, the available time, and the materials. The important thing is that, during the activity, students have the opportunity to manipulate shapes, observe their characteristics, classify them, and create patterns, thus consolidating learning in a playful and meaningful way.

Feedback (8 - 10 minutes)

1. Group Discussion:

   • The teacher gathers all students in a large circle and initiates a group discussion about the activities carried out. He can ask questions like: "Which shapes did you find during the hunt? And how did you decide that these were the correct shapes?", "What patterns were you able to create in the construction activity? And how did you decide which shapes to use and how to organize them?", and "What did you learn from the memory game? What strategies did you use to find the shape pairs?".
   • During the discussion, the teacher should encourage all students to participate, respecting each one's opinions and contributions. He can reinforce the importance of teamwork, active listening, and respect for different ways of thinking.

2. Connection with Theory:

   • The teacher reviews the theoretical content, reinforcing the concepts of each geometric shape and its distinct characteristics. He can ask the students: "Who can tell me what a circle looks like and what sets it apart from the other shapes we studied?". He should use the students' answers to recap and clarify any doubts that may still exist.
   • The teacher also highlights how the practical activities helped to better understand the theory. He can say: "Could you see how the theoretical knowledge about geometric shapes can be applied in practice, whether in the shape hunt, in scene construction, or in the memory game?". He can use examples from the activities to illustrate this point.

3. Final Reflection:

   • To conclude the lesson, the teacher suggests that students reflect for a minute on what they have learned. He can ask two simple questions to guide the students' reflection: "What was easiest for you in today's lesson? And what was most challenging?".
   • The teacher can ask some students to share their reflections with the class, if they feel comfortable. He can use these reflections to assess the impact of the lesson and plan future lessons according to the students' needs and difficulties.

This feedback stage is essential to consolidate learning, review theory, connect theory with practice, and promote reflection. Additionally, it allows the teacher to evaluate the effectiveness of the lesson and make adjustments for future lessons, if necessary.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation:

   • The teacher starts the conclusion by summarizing the main points covered during the lesson. He recaps the characteristics of the studied geometric shapes (circle, square, rectangle, and triangle) and how they were classified by the students during the practical activities.
   • He reinforces the importance of knowledge of geometric shapes in everyday life, mentioning examples of how they are used in architecture, art, and other areas.

2. Connection between Theory, Practice, and Applications:

   • The teacher explains that today's lesson was structured to allow students to connect the mathematical theory of geometric shapes with their practical applications.
   • He highlights how the shape hunt, construction with shapes, and memory game activities helped students understand and apply the concepts of geometric shape classification in a playful and meaningful way.

3. Extra Materials:

   • The teacher suggests extra materials for students who wish to deepen their knowledge on the subject. He can recommend children's math books that address the topic in a playful way, such as "Fun with Shapes" by David A. Adler and Nancy Tobin, or educational websites with games and interactive activities on geometric shapes, like "Fun Geometry" (www.fungeometry.com).
   • He can also suggest that students look for geometric shapes at home, in the park, or on the street, and try to make their own drawings or constructions using the shapes they find.

4. Importance of the Subject:

   • Finally, the teacher emphasizes the importance of knowledge of geometric shapes for the development of students' mathematical skills and logical thinking. He explains that by learning to identify and classify shapes, students are developing observation skills, logical reasoning, problem-solving, and creativity, which are essential not only for mathematics but also for other disciplines and everyday life.

This conclusion stage allows students to end the lesson with a clear understanding of what they have learned, with suggestions on how they can continue learning, and with an awareness of the importance of the subject studied. Additionally, it gives the teacher the opportunity to assess the impact of the lesson and to plan future lessons according to the students' needs and interests.