Objectives (5 - 7 minutes)

1. Understand the concept of enlargement and reduction of plane figures: Students should be able to define and understand what it means to enlarge and reduce a figure, recognizing that enlargement increases the size of the figure without altering the shape, and reduction decreases the size of the figure without altering the shape.

2. Apply the enlargement and reduction of figures in problem-solving situations: Students should be able to solve problems involving the enlargement and reduction of figures, using the concepts learned to identify the proportional relationships and apply them correctly.

3. Develop spatial thinking skills: Through the manipulation of geometric figures and the use of digital tools, students should enhance their spatial thinking skills, which are essential for understanding and applying the concepts of enlargement and reduction of figures.

Secondary Objectives:

• Stimulate active participation of students: The lesson plan should encourage student participation and interaction, promoting a collaborative learning environment.

• Foster the use of digital resources: Students should be encouraged to use digital tools, such as drawing and figure manipulation software, to facilitate the understanding and application of the concepts of enlargement and reduction of figures.

Introduction (10 - 12 minutes)

1. Review of Previous Content:

   • The teacher begins the lesson by briefly reviewing the concepts of plane geometry that were previously studied, such as the definition of plane figure, geometric shapes, and the notion of perimeter and area of figures.
   • Next, the teacher brings up the idea of proportion, reminding students about the concept of ratio and how it can be used to express the relationship between two quantities.

2. Initial Problem Situation:

   • The teacher proposes two initial problem situations to arouse students' curiosity and introduce the topic of the lesson:
     1. "Imagine you are an architect and need to design a model of a house. However, the model must be a reduced version of the real house. How would you reduce all the dimensions of the house and maintain the same proportion between them?"
     2. "Now, imagine you have a photo of a building and need to enlarge it to fit on a poster. How would you enlarge the photo without distorting the original image?"

3. Contextualization:

   • The teacher contextualizes the importance of the subject, explaining how the enlargement and reduction of figures is a fundamental tool in various areas, such as architecture, engineering, graphic design, and even in art.
   • Additionally, the teacher highlights how the ability to think in proportions and perform enlargements and reductions can be useful in everyday life, for example, when adjusting the size of a recipe, resizing a digital image, or planning the arrangement of furniture in a room.

4. Introduction of the Topic:

   • To capture students' attention, the teacher may present some curiosities or interesting applications of the topic. For example:
     1. "Did you know that the enlargement and reduction of figures is one of the fundamental principles of perspective in art? It allows artists to create the illusion of depth and distance in their paintings."
     2. "And in nature, we also find examples of enlargement and reduction of figures. For example, sunflower flowers are an enlargement of the spiral pattern found in most plants. And if we observe the structure of a fern, we will see that it is a reduction of the same spiral pattern."

5. Presentation of the Lesson Objective:

   • Finally, the teacher presents the learning objectives of the lesson, explaining that students will learn to enlarge and reduce figures, understand the proportional relationships involved, and apply this knowledge in problem-solving situations.
   • The teacher emphasizes that by the end of the lesson, students will be able to use these skills to solve practical and creative challenges, such as designing models, resizing images, or even creating their own works of art based on enlargements and reductions of figures.

Development (20 - 25 minutes)

1. Activity "Enlarging and Reducing Our Reality" (10 - 12 minutes):

   • The teacher organizes students into groups of 3 to 4 people and explains the activity. The proposal is for each group to choose a real object (a toy, a book, a pencil, etc.) and create a model of that object, both in real size and in an enlarged and reduced version.
   • The teacher provides materials such as paper, scissors, glue, and a ruler for the construction of the models. In addition, each group receives a digital camera or a smartphone to photograph the models.
   • Students should use the drawing and resizing tools of the software to create the enlarged and reduced versions of the model. They should also calculate the proportions between the dimensions of the real object and the models.
   • Once the models and photographs are ready, the groups should present their projects to the class, explaining how they carried out the enlargement and reduction and what difficulties they encountered.
   • The teacher mediates the presentations, encouraging students to reflect on the process of enlargement and reduction and to apply the concepts of proportion and scale.

2. Activity "Resizing the Digital World" (10 - 12 minutes):

   • The teacher presents students with an image editing software, such as Paint, GIMP, or Photoshop (if available). The proposal is for students to apply the enlargement and reduction of figures to digital images.
   • The teacher explains that the software allows images to be enlarged or reduced proportionally, that is, maintaining the same size relationship between the elements of the image.
   • Each group receives a digital image (for example, a photo of a monument, a drawing, a logo, etc.) and must create two versions of the image: one enlarged and one reduced.
   • Students should use the software tools to resize the images, maintaining the same proportion between the dimensions.
   • After completing the activities, the groups present their images to the class, explaining the process of enlargement and reduction and the difficulties encountered.
   • The teacher mediates the presentations, highlighting the strategies used by students and reinforcing the concepts of enlargement and reduction of figures.

3. Discussion and Reflection (5 - 7 minutes):

   • After the presentations, the teacher leads a classroom discussion, encouraging students to share their experiences, difficulties, and learnings during the activities.
   • The teacher asks questions that stimulate students' reflection, such as: "What strategies did you use to ensure that the enlargement and reduction were done proportionally?", "How would you apply what you learned today in everyday situations or in other subjects?"
   • The teacher reinforces the main concepts, clarifies possible doubts, and makes the connection between practical activities and theory, highlighting the importance of the enlargement and reduction of figures in mathematics and in various areas of knowledge.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher organizes a group discussion with all students to share the solutions or discoveries found by each team during the practical activities. Each group has up to 3 minutes to present their conclusions.
   • During the presentations, the teacher should encourage students to explain the reasoning behind their solutions, highlighting the concepts of enlargement and reduction of figures and the application of proportional relationships.
   • The teacher should also ask questions to stimulate critical thinking and students' reflection, such as: "Why did you choose this strategy to perform the enlargement/reduction?", "How did you verify if the enlargement/reduction was proportional?".

2. Learning Verification (2 - 3 minutes):

   • After all presentations, the teacher summarizes the main ideas and concepts discussed, reinforcing the importance of the enlargement and reduction of figures and proportional relationships in mathematics and in various areas of knowledge.
   • The teacher may also ask questions to verify students' understanding, such as: "What is the difference between enlargement and reduction of figures?", "How can we use proportional relationships to perform enlargements and reductions proportionally?".
   • Students respond to the questions orally or in writing, and the teacher evaluates the answers to identify possible learning gaps and plan future interventions, if necessary.

3. Individual Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher asks questions that stimulate reflection, such as: "What was the most important concept you learned today?", "What questions have not been answered yet?".
   • Students have a minute to think about the questions and then are invited to share their answers. The teacher should create a welcoming and respectful environment so that students feel comfortable expressing their opinions and doubts.
   • The teacher notes the main answers from students and uses this information to plan the next lessons, focusing on topics that have not been fully understood or that have sparked more interest in students.

4. Teacher Feedback (1 minute):

   • Finally, the teacher provides brief feedback on students' participation and performance during the lesson, reinforcing the positive points and suggesting areas for improvement. The teacher also expresses enthusiasm for continuing the study of the topic and applying the concepts learned in everyday situations and in other subjects.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher begins the Conclusion by summarizing the main points covered during the lesson. He reiterates the definition of enlargement and reduction of figures, the importance of proportional relationships, and the application of these concepts in problem-solving situations.
   • The teacher also recaps the practical activities carried out, highlighting the process of creating models and digital images, the manipulation of figures, and the application of enlargement and reduction strategies.
   • Additionally, the teacher reinforces the skills and competencies developed by students, such as spatial thinking, problem-solving, teamwork, and the use of digital tools.

2. Theory-Practice-Applications Connection (1 - 2 minutes):

   • Next, the teacher makes the connection between theory, practices, and applications. He explains how the theoretical concepts of enlargement and reduction of figures were applied in practical activities, and how these skills can be useful in everyday situations and in other subjects.
   • The teacher also highlights the practical applications of these concepts in various areas, such as architecture, engineering, graphic design, and art, reinforcing the relevance of the subject for students' education.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher suggests supplementary materials for students to deepen their knowledge on the topic. He may recommend books, websites, videos, and educational games that address the enlargement and reduction of figures in a playful and interactive way.
   • For example, the teacher may suggest reading specific chapters of mathematics textbooks, exploring educational websites that offer interactive activities on enlargement and reduction of figures, watching explanatory videos on YouTube, and participating in educational geometry games available on digital platforms.

4. Topic Importance and Closure (1 minute):

   • Finally, the teacher emphasizes the importance of the topic for students' daily lives, emphasizing how the skills of enlarging and reducing figures can be applied in practical situations and in various careers.
   • The teacher concludes the lesson by reinforcing the relevance of the subject, praising the effort and participation of students, and motivating them to continue exploring and applying the concepts learned.