ASSURE MODEL

Teachers Colleges of Jamaica

Church Teachers College: Mandeville
Bachelor of Education

Names & ID #: Kedesha Bailey

CH20128682

Tasheka Daley

CH20128730

Odesha Gayle

CH20128920

Ann-Kay McDonald CH20128783

Course: Educational Technology

Lecturer: Mrs. Delphine Williams-Young
Assignment: ASSURE Model lesson plan

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DATE DUE: SUNDAY, APRIL 19, 2015

ASSURE MODEL

ASSURE Model Lesson Plan on Measurement

Grade 7 Students
Foundation of Mathematics
Topic: Area
Time: 1 hour
Analyze the Learner
30 Students
18 females, 12 males
Age Range: 11- 13 years
Approximately 85.5% of the students are performing at average level or above.
Learning Styles: 72.6% are logical learners, 26.4% auditory, 90 % visual, 100% kinesthetic
learners, 46.2% intrapersonal learners, 67% interpersonal learners
State Objectives
At the end of the lesson, students should be able to:

state the definition of area in their own words.

state the basic unit of area
estimate the area of a given shape by counting squares.
calculate the area of at least two of the following; square, rectangle or triangle by applying

the appropriate formula.

work cooperatively in groups to accomplish a given tasks.

Select media, materials and methods

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DATE DUE: SUNDAY, APRIL 19, 2015

ASSURE MODEL
Toolsie, R. (2001). A complete mathematics course for secondary schools book 1. In R. Toolsie,
A complete mathematics course for secondary schools book 1 (pp. 319-324). Trinidad:
Caribbean Educational Publishers LTD.
Laptop and multi-media projector
Games for learning
Students' desks and a book
Graph leaves
Cartridge paper and different shape cut outs.
Utilize media, materials and methods
Students' desks will be used for demonstration in order to generate the topic of area.
Students will use the different shape cut-outs and the cartridge paper to fit the cut-out shapes into
the cut out area of the cartridge papers.
Students will be presented with graph papers to do an activity to generate the formula of finding
the area of a square and a rectangle.
Students will be given questions on area from the textbook: A complete mathematics course for
secondary schools.
A laptop and multi-media projector will be used to project a digital story of area, and games for
learning.
Require learner participation

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DATE DUE: SUNDAY, APRIL 19, 2015

ASSURE MODEL
Introduction (10 mins)
Students will be asked to remove everything from their desks and then place their books
anywhere on it that they prefer. From this they will be asked questions to generate the topic of
the day: Area. The students will then be asked what comes to their minds when they hear the
word area. Their responses will be noted on the board, and from this a definition of area will be
generated.

Group activity (15 mins)

Students will be instructed that they will work in groups to complete an activity. The groups will
be presented with a piece of cartridge paper of the same size and different shapes cut out of a
different colour cartridge paper, namely; scalene triangles, irregular shapes, circles and squares.
The students will be required to fit the shape that they are working with on the cartridge paper
that they were given and ensure they do not overlap. Upon completion the students will be
required to check which of them do not overlap, leave any space and fits perfectly on the paper.

Individual activity (20-25mins)

The students will be presented with graph sheets. They will be asked to draw two squares of two
different sizes. The students will then be asked to count the squares in both and write down each
of them. They will then be asked to count two of the adjacent side across and down then find
their product. This will be used to generate the formula to find the area of a square. The same
will be done for the rectangle. The students will then be instructed to draw a square and two
parallelograms. The will be instructed to a draw a diagonal line in the square and one of the
parallelogram. For the other parallelogram the students will be asked to draw a diagonal but in

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DATE DUE: SUNDAY, APRIL 19, 2015

ASSURE MODEL
the opposite direction of the other in order to obtain acute, right-angled and obtuse triangle. The
students will be asked to count the squares on each side of the diagonal line, after which they
will be asked to recall the area of a square and parallelogram. This will be used to establish the
formula for the area of a triangle.
Students will be instructed to use the computers to access the following site where they will be
engaged in "an area of shapes" game.
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/AreaShapesShoot.htm
For conclusion, a digital story will be projected to the class, highlighting the key concepts of area
along with pictures.

Production (10 mins)

An interactive power-point presentation will be shown to the class in which they will be given
questions which they will be required to find the area of 2 triangles, a square and a rectangle by
applying the formula. The teacher will be available to clear up any misconceptions the students
may have.
Evaluate and Revise
Student Performance
Students will be assessed on how well they work together in groups when placing shape cut-outs
in the cartridge paper.
The teacher will act as a facilitator as the students perform their tasks.
Media Effectiveness
Were the interactive power-point, digital story and game effective in concretizing the concept of
area?
Did it heighten their interest and captivate their attention?
How well did the students interact with the games for learning?
Instructor Evaluation
What went well?
Were there any adjustments to needed to be made to the lesson?
What were the obstacles in the lesson?

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DATE DUE: SUNDAY, APRIL 19, 2015

ASSURE MODEL
Was the teacher effective in bringing across the concept?
How well did the students participate?
Were the students the core of the lesson?

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DATE DUE: SUNDAY, APRIL 19, 2015