Objectives (5-7 minutes)

1. Understand the concept of a floor plan: Students should be able to define floor plans, their components, and how they represent the structure of a building. They should be able to identify the main elements in a floor plan, such as walls, doors, windows, and their representation.

2. Interpret floor plans: Students should be able to read a floor plan and understand how it represents the three-dimensional reality of a building. They should be able to visualize the space and the distribution of the elements in a building from a floor plan.

3. Develop floor plan drawing skills: Students should be able to create simple floor plans of a space, using the appropriate conventions and symbols. They should be able to represent the location of walls, doors, windows, and other building elements accurately and clearly.

Secondary objectives:

• Understand the concept of aerial views: Students should be able to understand what aerial views are and how they complement the information provided by a floor plan.

• Apply the floor plan concept to practical situations: Students should be able to apply what they learned about floor plans to solve practical problems, such as determining a building's space from a floor plan.

Introduction (10-15 minutes)

1. Review of related content: The teacher should begin the class by reviewing the concepts of plane and spatial geometry, as well as the notions of point, line, and plane. These are fundamental concepts for understanding the topic of the class - floor plans and aerial views. Also, it's important to review the symbology used in technical drawing, such as architectural drawings.

2. Problem situation 1: The teacher can show students a drawing of a floor plan of a house with the location of walls, doors, and windows. Then, they can ask students to imagine what the house would look like in reality, considering the walls have thickness, doors and windows occupy space, and that there is a ceiling height. This exercise helps students realize how a floor plan represents the three-dimensional reality of a building.

3. Problem situation 2: The teacher can show students a floor plan of a multi-story building and ask them to identify where the stairs and elevators would be. This activity helps students understand how information is represented on different levels of a floor plan.

4. Contextualization: The teacher should explain to students that the skill of interpreting and creating floor plans is essential for professions such as architecture, civil engineering, interior design, among others. Furthermore, understanding floor plans is also useful for anyone who wants to build or renovate a house since it allows visualizing the space and distribution of elements before the work starts.

5. Introduction to the topic: To arouse students' interest, the teacher can share trivia and stories related to the topic. For example, they can tell the story of how floor plans emerged, explaining how ancient Egyptians used them to build their pyramids. Also, they can mention that the ability to interpret floor plans is so important that it is tested in international competitions such as the International Geometry Olympiad.

Development (20-25 minutes)

1. Theory: Floor Plan Concept (5-7 minutes)

   • The teacher should begin by explaining that a floor plan is a representation of a building seen from above, as if the roof had been removed.
   • They should explain that a floor plan is drawn to a specific scale, which indicates the proportion between the drawing and the real building.
   • The teacher should show examples of floor plans of different types of buildings, such as houses, buildings, schools, hospitals, etc.
   • They should emphasize that a floor plan shows the location and distribution of a building's elements, such as walls, doors, windows, furniture, appliances, etc.

2. Activity 1: Floor Plan Interpretation (7-10 minutes)

   • The teacher should provide students with a simple floor plan of a classroom and ask them to identify and mark the location of the walls, doors, windows, desks, blackboard, etc.
   • Students should work in groups, discussing and comparing their interpretations.
   • The teacher should walk around the room, observing and assisting groups as needed.

3. Theory: Symbols and Conventions in Floor Plans (3-5 minutes)

   • The teacher should explain the symbology and conventions used in floor plans, such as symbols for walls, doors, windows, etc.
   • They should stress the importance of following these conventions when creating a floor plan, so it can be easily interpreted by others.

4. Activity 2: Floor Plan Creation (5-7 minutes)

   • The teacher should provide students with the dimensions of an empty room and ask them to create a floor plan, including the location of the walls, doors, and windows.
   • Students should work individually on this activity, drawing the floor plan on a sheet of paper.
   • The teacher should remind students to use the scale provided and follow the drawing conventions.

5. Theory: Aerial Views (2-3 minutes)

   • The teacher should introduce the concept of aerial views, explaining that they are drawings showing the building as if it was being viewed from above, but without the roof being removed.
   • They should show examples of aerial views and compare them with the corresponding floor plans.

6. Activity 3: Comparison of Floor Plan and Aerial View (3-5 minutes)

   • The teacher should provide students with a floor plan and an aerial view of the same building and ask them to identify the corresponding elements in each drawing.
   • Students should work in groups on this activity, discussing and comparing their results.
   • The teacher should walk around the room, observing and assisting groups as needed.

Feedback (8-10 minutes)

1. Group Discussion (3-4 minutes)

   • The teacher should gather all students and lead a group discussion about the solutions or conclusions reached by each team during the activities.
   • They should encourage students to share their experiences and difficulties, fostering a collaborative learning environment.
   • The teacher should ask questions that encourage students to reflect on what they learned and make real-world connections. For example: "How do you think the ability to interpret floor plans can be useful in your personal lives?" or "What professions do you think require the ability to create and interpret floor plans?"

2. Check for Understanding (2-3 minutes)

   • The teacher should conduct a brief review of the main concepts covered during the class, asking students to explain what they understood in their own words.
   • They can ask targeted questions to check students' understanding, such as "What is a floor plan?" or "How is the information represented in a floor plan?"
   • The teacher should correct any misunderstanding or conceptual errors that may arise, reinforcing key points and clarifying doubts.

3. Individual Reflection (2-3 minutes)

   • The teacher should ask students to reflect individually on what they learned during the class.
   • They can ask questions to guide students' reflection, such as "What was the most important concept you learned today?" or "What questions are still unanswered?"
   • The teacher should encourage students to write down their reflections, as this can help them consolidate their learning and identify areas that need further study or practice.

4. Teacher Feedback (1 minute)

   • Finally, the teacher should give general feedback on the class, highlighting positive points and indicating areas where students can focus on improving.
   • They should encourage students to continue studying the topic independently and to seek help if they encounter any difficulties.
   • The teacher should restate the importance of what was learned for students' lives and their future careers.

Conclusion (5-7 minutes)

1. Summary of the Content (2-3 minutes)

   • The teacher should summarize the main points covered during the class, reinforcing the concept of a floor plan, the interpretation of its elements, the importance of scale and conventions.
   • They should also mention the introduction to the concept of aerial views and how they relate to floor plans.
   • The teacher should clarify any remaining doubts from students and ensure that everyone understood the fundamental concepts.

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

   • The teacher should explain how the class connected theory, through the concepts' explanation and discussion, with practice, through the floor plan interpretation and creation activities, and with applications, through the discussion about the professions that use this skill.
   • They should emphasize that the class not only taught students how to interpret and create floor plans but also showed how this skill can be applied in real-world situations, such as building or renovating a house.

3. Complementary Materials (1 minute)

   • The teacher should suggest additional study materials for students who want to delve deeper into the subject.
   • These materials may include geometry textbooks, explanatory videos on floor plan creation, architecture and engineering websites with examples of floor plans of different types of buildings, among others.

4. Importance of the Topic for Daily Life (1-2 minutes)

   • Finally, the teacher should highlight the importance of what was learned for students' daily lives.
   • They should explain that the ability to interpret and create floor plans can be useful in various situations, from organizing the space in a house to understanding architectural projects and civil engineering.
   • The teacher should encourage students to apply what they learned in their daily lives and to perceive the relevance of math and geometry in their everyday activities.