Student Response and Assessment Tools

Lesson Idea Name: Transformations

Content Area: High School Geometry
Grade Level(s): High School Geometry (10th grade)
Content Standard Addressed: : MGSE9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or
translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.

Technology Standard Addressed: Standard 2: Teaching, Learning, & Assessment

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://play.kahoot.it/#/k/663aabe7-da21-43cb-b7d9-ce7c744db85b
Technology that student will use to respond to questions/prompts:
☐ Computer ☐ Hand-held student response system (like iRespond) ☒ Phone ☒ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☒ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Universal Design for Learning (UDL): Kahoot’s product strives to accessible to all learners. The following
assistive technologies can be used with kahoot keyboards and text to voice .

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. Students will be introduced to the 4 types of transformations: rotations, reflections,
translations, and dilations. They will be presented with guided practice to understand how these different
work. Once this is finish students will pair in group and compete against the rest of the class to identify the
various transformations I the activity.

Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☒ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☒ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity Students will be paired into groups. The will
control the pace of the activity. Students will be asked a question and have 30 seconds to work out and
respond to the question. We will than go over how to get the correct answer in class.

Spring 2018_SJB
 Student Response and Assessment Tools
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not? Yes there will be correct answers shown at the end of each prompt. We will than have a
student show the class how they got the right answer. This is to ensure that those who do not want to speak
up and do not understand have an opportunity to get the help they need.

Describe what will happen AFTER the SRT activity?

I will ask if students have any additional questions about the problems. I will also use the data to see of
what types of transformation to remediate and give additional practice.
How will the data be used?
From this information I will be able to access where the students are with the content area. I will be able to
determine what topics the class as whole need to revisit. I will also be able to place students into groups that
need specific remediation on a particular topic in the lesson.
Describe your personal learning goal for this activity.
I would have not a game or fun activity could provide so information about the students’ understanding of a
topic. This activity and other SRT activities would give me data to figure out where to go next with the lesson.
It would allow me to place students in different groups based upon what they need remediation. It would
allow students to have fun and provide me with valuable information.

Reflective Practice: Students have been introduced to the topic of geometric transformations in earlier
grades. This activity would give me and idea of what they retained and see what I need to concentrate on. It
is an activity students would enjoy. From the data I would be able to evaluate what beyond the standards I
can do with my students.

Spring 2018_SJB