Texas A&M University San Antonio

College of Education
EDED 4301 Lesson Format
This assignment covers the following competencies:
Mathematics
Name: Jacqualyn Dingle
Date: 3/30/15
Subject/Grade: Mathematics/3rd Grade
Duration: 30 minutes
Section ITEKS:
111.5. Mathematics, Grade 3, (b), (1B):
(b) Kowledge and skills.
(1) Mathematical process standards. The student uses mathematical process to acquire
and demonstrate mathematical understanding. The student is expected to:

(B) use a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
Objective (SLO):
After completing this lesson, students will be able to calculate their jump on various
planets in or solar system with 85% accuracy.
Section IIMaterials:
Calculator
Duct tape
Rulers
Clip baords
Dry erase marker
White board
Gravlab worksheet
Over head projector or transparency
Section IIIDelivery System: Hunter Model
(1) Anticipatory set:
The teacher will ask the children: Hey guys, remember last class when we calculated our
weight on different planets? Today we are going to calculate how far we can jump on
other planets. Please pull out your worksheet from your desk.

(2) Direct Instruction/Modeling:

The teacher will say: I am going to demonstrate how we calculate how far we can jump
on each planet. **Place a piece of tape on the floor as a starting line. The teacher will
jump as far as they can off of both feet. Mark where you land and not where you
end up! Measure the distance and record it in the table projected on the white board
in the box labeled Moon**
(3) Guided practice:
The teacher will say: Now were going to practice calculating our jumps together. Can I
have a couple of volunteers to come up to the starting line. **Call on two students.
Have the first student jump and the second student measure and record how far the
jump was on the projected table on the white board in the box labeled Mercury. **
Can someone please divide (students) jump by the gravity on mercury? **Call on a
student for the answer**
Great job guys. Now were going to get into groups and fill out the rest of our jump
chart. **Divide the class into groups of two and have one student per group get the
materials. Allow the students to use the hallway to record their jumps**
(4) Independent Practice:
Great job guys. Now were going to get into groups and fill out the rest of our jump
chart. **Divide the class into groups of two and have one student per group get the
materials. Allow the students to use the hallway to record their jumps**
(5) Closure/Check for Understanding:
The teacher will say: You guys did an amazing job! Can someone explain the steps we
took to calculate our length we can jump on each of the planets on the solar system?
Students will reply: First we jumped, next we measured how far we jumped, then we
divided how far by the gravity on each planet to get our length on each planet.
Thats right guys! So today we practiced our math skills by measuring how far we can
jump on each planet.

Section IVSpecial Circumstances:

Children who are unable to do the physical part of the activity will be partnered with a
group who can and is responsible for recording the data.
If the students cannot come up with examples to the questions give one or two to get
them thinking.
Section V-

Reflection:
I liked this lesson because its a simple introduction to learning the planets order and
names without overwhelming them the first day.