This document provides an ASSURE model write up for a 3rd grade mathematics lesson on geometry and measurement. The lesson will focus on fractions, time, and volume standards according to the Texas state standards. Visual strategies like fraction strips, a clock, and geometry shapes will be used along with technology like a smartboard and videos. Students will take notes, complete hands-on activities, and play educational math games to engage with the material. Their understanding will be evaluated through exit tickets to help the teacher identify areas for revision and better meet student needs.
This document provides an ASSURE model write up for a 3rd grade mathematics lesson on geometry and measurement. The lesson will focus on fractions, time, and volume standards according to the Texas state standards. Visual strategies like fraction strips, a clock, and geometry shapes will be used along with technology like a smartboard and videos. Students will take notes, complete hands-on activities, and play educational math games to engage with the material. Their understanding will be evaluated through exit tickets to help the teacher identify areas for revision and better meet student needs.
This document provides an ASSURE model write up for a 3rd grade mathematics lesson on geometry and measurement. The lesson will focus on fractions, time, and volume standards according to the Texas state standards. Visual strategies like fraction strips, a clock, and geometry shapes will be used along with technology like a smartboard and videos. Students will take notes, complete hands-on activities, and play educational math games to engage with the material. Their understanding will be evaluated through exit tickets to help the teacher identify areas for revision and better meet student needs.
This document provides an ASSURE model write up for a 3rd grade mathematics lesson on geometry and measurement. The lesson will focus on fractions, time, and volume standards according to the Texas state standards. Visual strategies like fraction strips, a clock, and geometry shapes will be used along with technology like a smartboard and videos. Students will take notes, complete hands-on activities, and play educational math games to engage with the material. Their understanding will be evaluated through exit tickets to help the teacher identify areas for revision and better meet student needs.
My students are elementary school students and they are in 3rd grade. Generally they are
7-8 years old. There are 26 students in my class; 15 males and 11 females. There ethnicities are
17 of them Hispanics, 5 of them African Americans, 2 of them Asian, and 2 of them White.
Their general abilities are being able to see, hear, read, write, speak, and understand. Their
special abilities are to be able to count, multiply, divide, and measurement. My students’ learning
styles are visual, auditory, kinesthetic, and logical/mathematical. The socioeconomic status of
my students are average. Some of my students are struggling with certain math skills, but are
curious to learn more about geometry. I expect from my students to try their best when doing
problems related to our new unit and not give up.
State Standards and Objectives:
According to the Texas standards, the student will need to apply mathematical process
standards to select appropriate units, strategies, and tools to solve problems involving customary
and metric measurement.
The students is expected to:
(3) (A) represent fractions of halves, fourths, and eighths as distances from zero on a number
line;
(B) determine the perimeter of a polygon or a missing length when given perimeter and
remaining side lengths in problems;
(C) determine the solutions to problems involving addition and subtraction of time
intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute
event equals 45 minutes;
(D) determine when it is appropriate to use measurements of liquid volume (capacity) or
weight; and
(E) determine liquid volume (capacity) or weight using appropriate units and tools.
Select Strategies, Technology, Media, and Materials:
For this lesson plan, I’m planning on using visual strategies when teaching them
geometry and measurement. Since they’re going to learn about fractions, time, and volume, I will
show them pictures and images to understand better the concepts I’m teaching.
Some technology I can use in my classroom can be a smartboard and my computer. I’ll
be using the textbook also as a guidance. Materials I’ll be using are colorful fraction strips, a
clock, geometry shapes, a math interactive notebook, and a pencil. With the help of this materials, my students are going to have a visual of how the fraction and time concepts work.
When I’m arranging my classroom, I want the seats and desks facing the front of the board, so
they don’t miss writing notes or important information.
Utilize Technology, Media, and Materials:
Before my students come into my classroom, I want to be prepared with everything from
my lesson plan. I’ll have their bellwork ready and give it to them when they enter my class. After
that, we’re going to read that day’s objective and start the new topic. They’re going to get their
interactive math notebooks and be ready to write their notes down. Then, I would like to show
them a video related to the topic we are learning. I’m going to have their handouts ready and
pass it to them, and we’re going to use visuals to do their activity.
Require Learner Participation:
When I’m doing my lecture, I would like to do it as fun and engaging as possible. I want
my students to learn in an educational and enjoying way. I don’t want my lectures to be boring
because then my students are not going to learn properly. I would like to use some educational
math games that are related to the topics they’re learning, using Kahoot.
Evaluate and Revise:
At the end of my class, I would like to give my class an exit ticket to evaluate if they
understood the lesson well. If some of my students scored low on the exit ticket, I’m going to
first ask them, what they didn’t understand from the lesson or what they’re struggling with. Then, I would try my best to improve my lesson plan and focus on how my students learn best,
