Sample of ASSURE Model lesson by a CTC student

1. Names: Stephanie Beckford, Aleeyah Farquharson
ID#: CH20160000, CH20160038
School: Church Teachers’ College: Mandeville
Subject: Mathematics
Grade: 8
Date: October 29, 2018
Duration: 40 minutes
Topic: Speed, Distance and Time
Analyze the Learner
35 students
15 males, 20 females
Age range: 13-14
Learning styles: Visual 95%, auditory 50%, linguistic 35%
Pre-requisite knowledge: Students have a basic knowledge of what the terms speed, distance
and time mean.
Attainment Target: Through the incorporation of technology, students will be able use the
knowledge gained from the lesson to calculate speed, distance and time using real life situations,
to enhance teaching learning process. Therefore, they will have an excellent understanding of
what speed, distance and time entail and the calculation of such.

2. State Objectives
General Objective: For students to understand speed, distance, and time.
Specific Objectives:
1. After listening to a podcast about Usain Bolt’s 100 metre race that he won in 9.58
seconds, students should be able to correctly identify the distance ran and the time taken.
2. Using the information provided by the podcast, students should be able to:
a) Correctly define distance and time
b) Give a definition for speed in their own words
c) Distinguish between the two types of speed using their own words
d) Accurately determine the formula used to calculate speed
3. Using the formula for speed, students should be able to derive the formulas for distance
and time.
4. In three groups students should be able to accurately calculate speed, distance and time
3. During the course of the lesson, students should be able to:
a) Listen attentively to each other
b) Willingly share information
c) Show respect to their peers point of view
Key Terms: Speed, constant/uniform speed, average speed, distance, time

3. Selected Strategies, Technology, Media, and Materials
Computer & projector, Interactive PowerPoint, Podcast, Speakers, Socrative tool, Question and
answer sheet for group activity, textbook entitled “A Complete Mathematics for Secondary
Schools” - Book 2 by Raymond Toolsie, pp. 124-130
Content Summary:
Constant Speed
The rate of which an object moves is called its speed. Speed indicates the distance travelled in
unit time. Therefore, speed is the rate of distance travelled per unit time.
If an object travels with a uniform or constant speed, its speed for the journey is always
the same. Therefore, uniform or constant speed means that the object travels equal distance at
equal times.
Constant speed =
𝑻𝒉𝒆 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
The distance travelled is in a direct proportion to the time taken when speed is constant.
The distance travelled = The constant speed x The time taken
For example:
A plane travelled 2 500 kilometers in 4 hours. Each hour it travelled the same distance. What is
the constant speed?
Constant speed =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
2 500 𝑘𝑖𝑙𝑜𝑚𝑒𝑡𝑒𝑟𝑠
4 ℎ𝑜𝑢𝑟𝑠

4. = 625 km/h
Average Speed
This means that an object does not necessarily travel equal distance in equal time. The
units of speed in the metric system are km/h and m/s.
The average speed =
𝑻𝒉𝒆 𝒕𝒐𝒕𝒂𝒍 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒉𝒆 𝒕𝒐𝒕𝒂𝒍 𝒕𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
For example:
Errol walked 6 km of an 8 km walkathon in 1 ¼ hours. The remaining distance he walked in ¾
hour. What was his average speed in the walkathon?
The average speed =
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
8 𝑘𝑚
(1
1
4
+
3
4
)ℎ
=
8 𝑘𝑚
2ℎ
= 4 km/h
Distance
According to Beddoe (2018), distance is a numerical description of how far apart two
objects are. From the formula for constant speed, we can derive:
The distance travelled = The constant speed x The time taken
From the formula average speed, we can derive:
The distance travelled = The average speed x The total time taken

5. For example:
On a traffic-free highway, a car travelled at a constant speed of 60 km/h for 3 hours. What
distance did the car cover during its journey?
The constant speed of the car is 60 km/h. Each hour the car travelled 60 km. so the distance
travelled in 3 hours = 3 x 60km = 180km.
Alternatively: The distance travelled = The constant speed x The time taken
= 60 km/h x 3 h
= 180 km
Time
This means how long it takes for an object to move or travel from one place to another.
From the formula for speed, we can derive:
The time taken =
𝑻𝒉𝒆 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒉𝒆 𝒔𝒑𝒆𝒆𝒅
For example:
A car is travelling at a speed of 50 km/h. Find the time taken to travel 30 km.
The car is travelling at a speed of 50 km/h. this means the car travels 50 km in 1 hour.
So the time take to travel 1 km is
1
50
hour. And the time taken to travel 30 km is
1
50
hour x 30 =
3
5
hour.
Alternatively: The time taken =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑠𝑝𝑒𝑒𝑑

6. =
30 𝑘𝑚/ℎ
50 𝑘𝑚/ℎ
=
3
5
hour
Utilize media, materials and methods
Computer and projector will be used to show interactive PowerPoint
Speakers will be used to play Podcast and audio files in the interactive PowerPoint
Internet will be used for the Socrative tool
The Socrative tool will be used to evaluate students’ learning
Methodologies:
 Teacher-led Whole Group Discussion – This will be used to allow students to come up
with a definition for speed, distance and time. In doing this, they will have a better
understanding of the terms.
 Questioning – This will be used to test students’ knowledge, and to help them to use
prior knowledge and personal experiences to effectively grasp the concept being
taught.
 Group discussion – This will be used to give students the opportunity to work together
and share information in a supportive way. Thus, teaching them the value of teamwork.

7. Require Learner Participation
Procedure Activities:
Engagement
Students will be listening to a podcast about Usain Bolt’s 100 meter race, which he won in 9.58
seconds. Before listening to the podcast, students will be given two focus questions to answer.
These include:
1. What is the distance travelled?
2. What is the time taken?
Explanation
Following the podcast, there will be a teacher-led whole group discussion with the aid of
an interactive PowerPoint, where students will be asked to provide a definition for the terms
speed, distance and time in their own words. Additionally, they will be given the opportunity to
say how they would calculate the speed at which Usain Bolt ran.
Questions arising from the discussion will include:
1. What do you think distance means?
2. How would you define the term time?
3. What do you think speed is?
4. How would you calculate Usain Bolt’s speed, knowing the distance in which he ran the
race and the time taken to do so.
During the teacher-led whole group discussion, the teacher will ensure that students are
listening attentively to each other. That is, when one student is talking, the others should not be

8. talking as well. To ascertain this, students will be asked to raise their hands before answering a
question and wait until identified.
Exploration
Using the formula for speed, students will be allowed to derive a formula to calculate
distance and a formula to calculate time. The question “If Usain Bolt ran a speed of 10.44
meters per second in 9.58 seconds, how would you know the distance ran? and If he ran a
distance of 100 meters at 10.44 meters per second, how long would he have taken to
complete the race?”
Elaboration
The following triangle will be displayed in the interactive PowerPoint:
This is to reinforce the formulas for calculating speed, distance and
time. Students will be asked to go into three groups. One group will
be ‘distance’, another ‘speed’ and the other ‘time’. Each group will
be given one question to calculate the time, distance and speed
according to the given names. The question will be in the form of an everyday scenario to which
students will be able to relate the concept to real life situations and personal experiences, so that
they can have a better understanding of the lesson. (See question sheet).
Evaluation
Using the Socrative tool, students will be placed into two groups in which they will be given a
series of questions about speed, distance and time to answer. The first team to finish wins.

9. Extended Learning: Students will be asked to do additional reading on speed, distance and
time.
Assignment: Pg. 132 from text, Questions 22, 26, 27 & 28
Appendices:
 A Complete Mathematics for Secondary Schools Book 2 by Raymond Toolsie, pp. 124-
130
 Interactive PowerPoint Presentation (Please double click the picture below to view).
 Link for podcast https://steph-shan-b.podomatic.com/
 Question and Answer Sheet for the group activity

10.  Questions used in the socartive tool
Lesson Evaluation: Evaluate and Revise
Students’ Performance
Students will be evaluated based on their participation in the teacher-led discussion
Students will also be evaluated based on their interaction with each other during the group
activity.
The teacher will supervise the students during the activity on socrative to ensure fairness among
students as they answer the questions given
The activity on socrative will be graded using the automatic grading scheme provided by the tool
Media Effectiveness
Was the PowerPoint useful in promoting class discussion, and collaborative learning
among students. How well was it able to help the visual learners. Was the Podcast clear enough
for students to hear the information given. Did the Podcast facilitate for a good understanding on
the topic.
Was Socrative an appropriate tool for students to demonstrate what they had learnt. Did
students find it easy to use. Did it grab their attention. Were they able to answer majority of the
questions given.
Teacher Evaluation
Was the lesson smoothly and effectively carried out.

11. Did the students understand what was being taught.
Were the teachers able to meet all the objectives of the lesson.
Can the lesson be amended in the future.

12. Question and Answer Sheet for Group Activity
Group ‘Speed’
Question: You are travelling in a bus from Mandeville to Kingston. The bus travels for 30 km
in 1 hour before stopping for gas at the Texaco gas station. You arrive in Kingston
3
4
of an hour
later after journeying the remaining distance of 20 km what is the average speed of the bus?
NB: (Give your answer to the nearest whole number)
Answer: The average speed =
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
30 𝑘𝑚+20 𝑘𝑚
(1 +
3
4
)ℎ
=
50 𝑘𝑚
7
4
= 29 km/h
Group ‘Distance’
Question: To walk from Church Teacher’s College to Bashco, it takes you 15 minutes. If you are
walking at a speed of 3 meters per second, what would be the distance travelled from CTC to
Bashco?
Answer: The distance travelled = The constant speed x The time taken
= 3 m/s x 900 s (i.e. 15x60 = 900)
= 2 700 m
Group ‘Time’
Question: it is lunch time at school and you are very hungry. But, you are all the way by the
playfield. How long will it take you to get to the lunch room, when walking at a speed of 2
meters per second and the lunch room is 24 meters away?
Answer: The time taken =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑠𝑝𝑒𝑒𝑑

13. =
24 𝑚
2 𝑚/ℎ
= 12 seconds

14. Socrative Questions (The correct answer is bold and underlined)
1. Speedis:
a. The rate of distance travelled
b. The distance travelledandthe time
c. The rate of distance travelledper unit time
2. Thisterm can be definedashowfartwo objectsare apart from eachother
a. Distance
b. Time travelled
c. Speed
3. Time ishow yougetwhere youare going.
a. True
b. False
c. Neither
4. The formulaTotal distance travelled/Total time taken is usedtocalculate:
a. Speed
b. ConstantSpeed
c. Average Speed
5. Distance iscalculatedusingthe formula:
a. Speedx Time
b. Speed/Time
c. Time/SpeedS
6. Time iscalculate by:
a. DividingSpeedbyDistance
b. MultiplyingDistance bySpeed
c. None of the above
7. Johnis ridinghisbike tothe shopto purchase some groceries.Ittakeshim 30 minutesto get
there andback. What is the distance travelledif he isridingata speedof 10 metersper minute?
a. 300 meters
b. 3 meters
c. None of the above

15. 8. What have youlearntfrom the lesson? (BonusQuestion)
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