Course Profile: Shapes & Spaces, Grade 3

January 26, 2023 4 By Sushmeet Kaur

Hello everyone, welcome to my course profile designed for grade 3 mathematics. This course is designed for students to have flexibility in choosing the instructional method and is designed as a blended model of learning, including synchronous (online) and face-to-face sessions and asynchronous assignments.


Targeted Audience and Course Timeline

This course is intended for students of grades 3 with ages ranging from 8-10. This course is expected to be completed in a duration of 4 weeks, however, can take more or less time depending upon a teacher’s yearly plan and other immediate factors.


Delivery Method

The course will be blended with one synchronous session and one face-to-face session per week and asynchronous assignments weekly.

  • The synchronous sessions would be dedicated to introducing the topic with videos and an explanation of the concept for the following week.
  • The in-person session will be a doubt session for students to ask questions related to the assignments or any other queries related to the topic for the week.
  • The asynchronous assignments would be posted in google classroom and students would be expected to submit their work using the ‘turn in’ option.



For the purpose of this online course, most Google tools would be used such as classroom, meet, slides, sheets, calendar, forms, Jam board, and other platforms for providing a variety of learning opportunities such as YouTube, Kahoot, Mentimeter, etc. 

To conduct synchronous sessions google meet would be used via the meet link shared in google classroom. Every child will be added to the classroom using the class code shared.


Learning Outcomes

The learning course material is based on Saskatchewan Maths Curriculum for Grades 3. The learning outcome SS3.4 would be taught which will demonstrate an understanding of 3-D objects by analyzing characteristics, including faces, edges, and vertices, and will be delivered in 4 modules. 



  • Observe and describe the faces, edges, and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids, and prisms (e.g., drum, tipi, South American Pyramids, and other objects from the natural environment).
  • Critique the statement “the face of a 3-D object is always a 2-D shape”.
  • Observe and describe the 2-D shapes found on a 3-D object.
  • Construct a skeleton of a given 3-D object and describe how the skeleton relates to the 3-D object.
  • Determine the number of faces, edges, and vertices of a given 3-D object and explain the reasoning and strategies.
  • Critique the statement “a vertex is where three faces meet”.
  • Sort a set of 3-D objects according to the faces, edges, or vertices and explain the sorting rule used.


Communication Tool

  • Parents and students can be communicated through Whatsapp/Discord groups that can be used to pass on day-to-day instructions/information.
  • E-mails can be used for personal communications.
  • For clarifying parents’ doubts and concerns, a common google sheet can be made and shared wherein everyone can write their concerns which can be later addressed during synchronous meet-ups.


Assessment Tools

The assessment would be taken in a few ways including:

  • Daily quizzes using Google Forms to evaluate students’ understanding of the concept taught.
  • Asynchronous assignments will be assigned to the whole class and can be submitted in respective classrooms in the form of either google sheets or google slides.
  • Students will also be prompted to use tools such as Kahoot or Mentimeter to engage them in assessments.



Student attendance will be taken in two stages:

  1. Using google extension to take attendance during synchronous sessions.
  2. Attendance is based on the quizzes attempted and assignments submitted in the classroom.



Assignments will be shared in each lesson. Students will be expected to practice tasks in their books and click pictures and share them online which can later be evaluated. In case of any personal expectations related to assignments, parents would discuss them personally with teachers individually.



This course is designed with the expectation that face-to-face learning is not the only available option and students should have the flexibility to move to the online platform. It is assumed that more than 80% of students who are taking the class, have devices available at home and have the support of an adult at home to assist them with class meets and assignment submissions.



Online videos will be available for students who do not have access to devices or an internet connection. Videos will be posted on the YouTube channel in order to have access by anyone and will be considered an open source of information. Students with no available device or internet connection can visit the school library and can use the school’s wifi and devices to take synchronous sessions.


I am looking forward to hearing feedback and suggestions from others as I move forward with it.