Objectives (5 - 10 minutes)

1. Understand the definition of quadrilaterals and their properties: This objective includes the identification of the elements that compose a quadrilateral (sides, internal angles, diagonals) and the understanding that the sum of the internal angles of a quadrilateral is always 360°.

2. Classify quadrilaterals by their characteristics: Here, students should be able to identify and classify quadrilaterals into specific categories, such as parallelograms, rectangles, squares, trapezoids, and rhombuses, based on their properties.

3. Solve problems involving the classification of quadrilaterals: This objective requires students to apply their knowledge to solve practical problems involving the classification of quadrilaterals. This may include determining unknown properties of a quadrilateral based on its classification or classifying a quadrilateral based on its properties.

Secondary Objectives:

• Develop logical and critical thinking skills: The classification of quadrilaterals involves the analysis of properties and the application of rules, which promotes the development of students' logical and critical thinking.

• Promote collaboration and communication: Group activities during the lesson encourage students to work together to solve problems, which helps develop their collaboration and communication skills.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher starts the lesson by reviewing previous concepts that are fundamental for the understanding of the current topic. This may include the definition of polygons, the sum of the internal angles of a polygon, and the properties of triangles. (3 - 5 minutes)

2. Problem-solving situations: To spark students' interest and contextualize the importance of the topic, the teacher can present two problem-solving situations. The first one may involve constructing a parallelogram from a sheet of paper and observing its properties. The second one could be the following question: "Why is a square considered a rectangle and a rectangle considered a parallelogram, but not every parallelogram is a square or a rectangle?" (5 - 7 minutes)

3. Contextualization: The teacher then contextualizes the importance of quadrilaterals classification, explaining how this concept is applied in various areas such as architecture, engineering, game design, among others. For example, in the construction of a building, engineers must consider the properties of quadrilaterals to ensure the stability and safety of the structure. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher introduces the topic of the lesson: the classification of quadrilaterals. The teacher may explain that although all quadrilaterals have four sides, they can be classified into different categories based on their properties. This is illustrated with examples of real quadrilaterals, such as a table (rectangle), a die (cube), and a traffic sign (trapezoid). (3 - 5 minutes)

Development (20 - 25 minutes)

1. Practical activity - Creating quadrilaterals with modeling clay: The teacher distributes small balls of modeling clay to each group of students. Each group must use the clay to create different quadrilaterals (parallelograms, rectangles, squares, trapezoids, and rhombuses). The teacher circulates around the room, providing guidance and clarifying doubts. (10 - 12 minutes)

   • Activity step-by-step:
     1. The teacher divides the class into groups of 4 or 5 students.
     2. Each group receives a ball of modeling clay.
     3. The teacher explains that they should use the clay to create different quadrilaterals.
     4. The students start shaping the clay, trying to create quadrilaterals in different forms.
     5. While the students work, the teacher circulates around the room, providing guidance, clarifying doubts, and observing the progress of each group.
     6. After a set time, the teacher requests each group to present the quadrilaterals they created and explain why they belong to a certain category.

2. Figures classification activity: The teacher distributes an activity sheet to each group. Each sheet contains several different geometric figures. Students must classify each figure as a parallelogram, rectangle, square, trapezoid, or rhombus. They must also justify their classification by identifying the properties of the quadrilateral being used. (10 - 12 minutes)

   • Activity step-by-step:
     1. The teacher distributes an activity sheet to each group.
     2. The teacher explains that students must classify each figure as a parallelogram, rectangle, square, trapezoid, or rhombus.
     3. Students start working, discussing each figure and reaching a consensus on its classification.
     4. After classifying all figures, students must justify their classifications by identifying the properties of the quadrilateral being used.
     5. The teacher circulates around the room, providing guidance, clarifying doubts, and observing the progress of each group.
     6. After a set time, the teacher requests each group to share their classifications and justifications with the class.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher gathers all students and promotes a group discussion about the solutions found by each team in the figures classification activity. During this discussion, the teacher should emphasize the importance of justifying the classifications, encouraging students to explain their choices and point out the properties of the quadrilaterals they used to classify the figures. Additionally, the teacher can ask students about the difficulties they faced during the activity and how they overcame them.

   • Step-by-step of the group discussion:
     1. The teacher gathers all students and promotes a group discussion.
     2. The teacher requests each group to share their classifications and justifications with the class.
     3. The teacher encourages students to ask questions and express their opinions about the classifications and justifications presented.
     4. The teacher asks the class about the difficulties they faced during the activity and how they overcame them.
     5. The teacher reinforces the concepts learned during the lesson, highlighting the properties of quadrilaterals and the strategies used to classify them.

2. Connection with theory (3 - 5 minutes): After the group discussion, the teacher makes the connection between the practical activities carried out and the theory presented at the beginning of the lesson. The teacher should highlight how the properties of quadrilaterals were applied to classify the figures and how observation and experimentation (practical activities) complement theoretical learning.

   • Step-by-step of the connection with theory:
     1. The teacher recalls the theory presented at the beginning of the lesson, emphasizing the properties of quadrilaterals and how they can be classified.
     2. The teacher relates the theory to the practical activities, explaining how the properties of quadrilaterals were applied to classify the figures.
     3. The teacher highlights the importance of observation and experimentation (practical activities) for learning theoretical concepts.

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher can ask questions such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?" Students have a minute to think about these questions. Then, the teacher can ask some students to share their answers with the class.

   • Step-by-step of individual reflection:
     1. The teacher proposes that students reflect individually on what they have learned.
     2. The teacher asks questions to the class, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?"
     3. Students have a minute to think about these questions.
     4. The teacher requests some students to share their answers with the class.
     5. The teacher ends the lesson, reinforcing the concepts learned and encouraging students to continue exploring the topic on their own.

Conclusion (5 - 10 minutes)

1. Summary of main contents (2 - 3 minutes): The teacher recaps the main points covered in the lesson, reinforcing the definition of quadrilaterals, the properties that characterize them, and the classification into parallelograms, rectangles, squares, trapezoids, and rhombuses. This can be done through a visual scheme or a checklist, where each point is marked as it is reviewed. The teacher can also ask students to share what they consider to be the most important concepts they learned during the lesson.

   • Step-by-step of the summary of main contents:
     1. The teacher recaps the main points covered in the lesson.
     2. The teacher reinforces the definition of quadrilaterals and their properties.
     3. The teacher reviews the classification of quadrilaterals into parallelograms, rectangles, squares, trapezoids, and rhombuses.
     4. The teacher can ask students to share what they consider to be the most important concepts they learned during the lesson.

2. Connection between theory, practice, and applications (1 - 2 minutes): The teacher highlights how the lesson managed to integrate theory, through the initial presentation, with practice, through the construction and classification activities of figures, and real-world applications, through the discussion on the importance of quadrilaterals in different professional fields. The teacher can reinforce that understanding these concepts is not only useful for mathematics but also for various other areas of knowledge.

   • Step-by-step of the connection between theory, practice, and applications:
     1. The teacher highlights how the lesson integrated theory, practice, and applications.
     2. The teacher reinforces that understanding these concepts is useful for various areas of knowledge.

3. Additional materials (1 - 2 minutes): The teacher suggests additional study materials for students who wish to deepen their understanding of the subject. This may include math books, educational videos, online games for quadrilaterals classification, among others. The teacher can also recommend practice exercises for students to consolidate what they have learned.

   • Step-by-step of suggesting additional materials:
     1. The teacher suggests additional study materials for students.
     2. The teacher explains how these materials can help students deepen their understanding of the subject.
     3. The teacher can recommend practice exercises for students to consolidate what they have learned.

4. Importance of the subject for daily life (1 - 2 minutes): Finally, the teacher emphasizes the relevance of the subject for daily life. It can be discussed how understanding the properties of quadrilaterals can be useful in everyday situations, such as assembling furniture (where it is necessary to understand the difference between a parallelogram and a rectangle) or reading maps (where the classification of quadrilaterals can help understand the representation of spaces). This helps motivate students by showing that what they are learning has practical application.

   • Step-by-step of the importance of the subject for daily life:
     1. The teacher emphasizes the relevance of the subject for daily life.
     2. The teacher discusses how understanding the properties of quadrilaterals can be useful in everyday situations.
     3. The teacher can give examples of how the classification of quadrilaterals can be applied in different contexts.
     4. The teacher ends the lesson, reinforcing the importance of the subject and encouraging students to continue exploring the topic on their own.