Student Response and Assessment Tools

Lesson Idea Name: Communitive Property

Content Area: Math
Grade Level(s): 1st grade
Content Standard Addressed: Work with addition and subtraction equations.
MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are false? 6 =
6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Technology Standard Addressed: Empowered Learner- Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://play.kahoot.it/#/k/49430ca4-62fc-402a-9f59-
104838513674

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): This lesson plan meets the UDL principle, multiple opportunities for
engagement, because most kids love playing Kahoot! It is fun and the students do not panic like they would
on a quiz or a test because it is a game. Multiple means of representation is also a principle found in this
lesson plan. When students are provided with practice questions they will be able to use several strategies to
solve the problems. They will be able to use counters, a drawing, or their fingers to solve the problems given
throughout the unit.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The students will participate in a self-discovery activity where they use counters to represent a problem like
8+3=? Then the teacher will ask them to represent 3+8 =? The teacher will ask the students what they
noticed about the two problems. They will do several more problems like this with addition and subtraction.
Then the teacher will guide a discussion about the commutative property and show the BrainPOP video,
Commutative Property, about it. The video should be stopped at 55 seconds because I only want the kids to
see the addition problems. They won’t do multiplication until they are older. Afterwards, the students will be
given frequent opportunities to practice this knowledge. About halfway through the unit the teacher will use
the Kahoot! activity to assess where students are at and who needs extra help.
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

Spring 2018_SJB
 Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: The students will join Kahoot! The students
will work as individuals to answer the true and false questions as quickly as possible. The teacher’s role is very
minimal. She will pull the game up and after the game use the results to differentiate instruction for
struggling students and she will create a lesson plan to address any misconceptions that the entire class had.
The only materials the students need is a tablet and a code to join the game.
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):
Provided a working sample.
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?
I will give the class immediate feedback because it is a good way to begin a discussion. If one problem is
missed by a lot of students, this is a great opportunity to address the misconception. This is also another
opportunity for the students to practice. Students that got the correct answer can explain how and the
teacher can guide the discussion and let some students show how they figured it out on the board.

Describe what will happen AFTER the SRT activity?

The data from this activity will be used to differentiate instruction for students. The teacher will use the data
to see if one student needs extra help or if there is a misconception among the entire class that needs to be
addressed. If the data shows that several students are struggling with the same concept then, the teacher will
pull them during center time for differentiated instruction. If the data shows there is a problem that everyone
missed, the teacher will evaluate the quality of the question and then address the problem during the whole
class lesson. At the end of the unit, the teacher will use this same activity to help the kids review for the test
and compare the data to the last time they played Kahoot!

Describe your personal learning goal for this activity. I have never used a Kahoot! game in a lesson plan
before. I hope this activity improves the quality of the questions that I ask students and that I chose questions
that promote critical thinking. I hope this activity helps the students feel more comfortable with the material
and I hope it helps them prepare for the test. I also hope that if there are any misconceptions among the
students, this activity will help clear up any misconceptions. It is a great opportunity for a discussion and an
opportunity for students to explain their reasoning to their peers.

Reflective Practice: I think this activity gives students another activity to practice and is a good opportunity
to review before a test. I think this activity would prepare students for a question that is different than
normal or a typical commutative property question because they are all written in different orders. I think this
would be a good lesson to do an activity on the SMART Board during a whole class lesson. The lesson could

Spring 2018_SJB
 Student Response and Assessment Tools
have practice problems and the students can draw their work on the board for everyone to see or the teacher
could have slides with counters that are infinitely cloned, so the children can work the problems out.

Spring 2018_SJB