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ASSURE Model Instructional Plan
“Distance, Slope, and Midpoints in Google Earth”
10th Grade
Mathematics - Geometry
Lesson length: 60 minutes, or one class period
Analyze Learners
Total number of students: 20
Male students: 10
Female students: 10
Students with low learning skills: 5
SPL IEP: 2
Visual/Spatial learners (four or five students)
Kinesthetic learners (three or four students)
Verbal/linguistic learners (three or four students)
Interpersonal learners (three or four students)
Logical/Mathematical (four or five students)
State Objectives
SOL G.3 – The student will solve problems involving symmetry and transformation. This will
include:
a) investigating and using formulas for determining distance, midpoint, and slope;
b) applying slope to verify and determine whether lines are parallel or perpendicular.
Select Media, Materials, and Methods
Media:
20 computer lab computers with internet access
Whiteboard or Blackboard in front
Materials:
Posters, Drawing materials, Worksheets
Methods
Whole group map skills to find location of two specified cities
Whole group introduction on how to find the coordinates of the cities
Individual use of formulas to find the distance, midpoint, and slope from the first city to the
second.
Small groups will choose two other cities and draw their results and the cities on the poster
to present to the rest of class and will also see if their line would be parallel or
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perpendicular to the first.
Utilize Media, Materials, and Methods
Media:
20 computer lab computers with internet access – Will be used to do a worksheet on
distance, slopes, and midpoints as well as to create a group presentation with a poster.
1 board in the front to explain how the students will be able to demarcate and find the
coordinates of a city in Google Earth.
Materials:
Worksheets – To introduce what they will be doing for the group project as well as to display
individual ability in distance, slope and midpoint.
Posters – To use for the group presentation of their own chosen cities.
Drawing materials – for use on the posters.
Methods:
Whole group map skills to find location of two specified cities
Whole group introduction on how to find the coordinates of the cities
Individual use of formulas to find the distance, midpoint, and slope from the first city to the
second.
Small groups will choose two other cities and draw their results and the cities on the poster
to present to the rest of class and will also see if their line would be parallel or perpendicular
to the first.
Require Learner Participation
Whole Group Map Skills:
The teacher will instruct students on how to find a city in Google Earth as well as provide
detailed instructions in the front in case a student forgets.
Whole Group Introduction to Google Earth Coordinates:
The teacher will show how to find the coordinates of a city in Google Earth and how to use
what has been given in their distance, midpoint, and slope formulas.
Individual Activity:
The students will use these skills to find two specified cities, their distances from each other,
midpoint between them and the slope of the line between them. This will be filled out in the
worksheet.
Small Group Presentation:
The students will be broken into groups of three or four and will decide on two cities
themselves to perform the same tasks. They will draw a diagram of this on their poster as
well as show the work they used to get the distance, midpoint, and slope of the line between
the two cities they have chosen. Finally, they will determine if the given line (if extended
beyond the segment) is parallel, perpendicular, or neither to the original line they
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discovered.
Evaluate & Revise
Student Performance:
The students will be evaluated on their worksheets as well as their presentation on the
posters for error in city location, data gathered from Google Earth, as well as whether or not
they correctly used the formulas.
Instructor Performance:
During the activities, the teacher can go throughout the classroom and see how well
students have taken up to Google Earth and see if the skills to use Google Earth were
taught properly to discern if more or less instruction should be given. The teacher will see
the skill in usage of the formulas to determine if the teacher should remind the students
about the formulas to be used before the activity.
Media Performance:
The media that was used serves as an interactive real-world problem for distance, midpoint
and slope formulas. If the students were able to, without trouble, gather the data needed to
perform those formulas, then the media is appropriate.