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Student Response and Assessment Tools

Lesson Idea Name:​ ​Fast Math


Content Area:​ ​Mathematics

Grade Level(s):​ ​First Grade

Content Standard Addressed:


MGSE1.OA.6 Add and subtract within 20.



Use strategies such as counting on; making 10 (e.g., 8+6=8+2+4=10+4=14); decomposing a

number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relation between addition and

subtraction strategies (e.g., knowing that 8+4=12, one knows that 12-8=4); and creating the known equivalent 6+6+1=12+1=13).


Fluently add and subtract within 20.


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:


Selected Technology Tool:







☐​Plickers ​ ​


​ ​☐​Office365 Forms


URL(s) to support the lesson (if applicable):


Technology that student will use to respond to questions/prompts:



​ ​☐​Hand-held student response system (like iRespond)

wireless device (such as iPod Touch)



(such as iPad)

Type of session:



When used in the classroom, Student Response Tools Kahoot! and Socrative would be teacher-paced.

Kahoot is timed, so students only have a short amount of time to submit an answer. Socrative is a

quiz which could be paced by the teacher (based on constraints of the day) or could be more

student-paced by allowing them to answer in their own time (provided they aren't purposefully not

answering). When giving remote access to Student Response Tool Quizlet would be student-paced.

Bloom’s Taxonomy Level(s):










Universal Design for Learning (UDL):


Describe the instructional activities that will occur PRIORto the SRT activity and how you will introduce the SRT activity.

Describe the purpose of the SRT activity (check all that apply):


Spring 2018_SJB

Student Response and Assessment Tools



prior knowledge ​ ​☐​Anticipatory set (Create interest in a topic)

☐​To illuminate common




assessment of content knowledge (for purpose of differentiation and

mastery for ALL students)



assessment of content knowledge


Test preparation

☐​Survey/Poll ☐​Discussion starter




(please explain):

Students have the opportunity in each "Study Set" to respond with how they feel about the material. With this, I can address concerns the students have and know what they feel they are struggling with.

Briefly describe what will happen DURINGthe SRT activity:


In the classroom, students will sit at their desks or other seats around the room with their technology (Chromebooks, etc.) and work through the Kahoot! or Socrative questions. At home, the students will have the opportunity to work one-on-one with a family member and work through the same questions.

Type of questions/prompts used in this activity (check all that apply):


☐​Short open-ended response or fill-in the blank ☐​Longer open-ended response

Multiple choice

☐​Multiple select




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?


☐​ No Why or why not?


After the in-class "Study Sets", there will be time to go over answers as students want to. If they want to go over the problems and how to solve them, there will be time to do so.

Describe what will happen AFTER the SRT activity?


Using "thumbs-up" and "thumbs-down" students could express how they felt about the questions we went over.

How will thedata be used?


The information collected will determine if the students are ready to be tested on the material as well as how they feel about the material (their confidence in responding to the problems).

Describe your personal learning goal for this activity.


I want to introduce to the students learning tools that I enjoy as well as offer a place for my students to voice how they feel about the material they are learning before they are given a more formal assessment.

Reflective Practice:


The purpose of the lesson was to help students review the content before a more formal assessment as well as give them an opportunity to respond to how they feel about the material. If they are nervous or don't feel confident, I can use the data collected to address their concerns.

Spring 2018_SJB