Student Response and Assessment Tools

Lesson Idea Name: Linear Equations and Inequalities

Content Area: Mathematics
Grade Level(s): 8th
Content Standard Addressed: MGSE8.EE.8 Analyze and solve pairs of simultaneous linear equations
(systems of linear equations). MGSE8.EE.8a Understand that solutions to a system of two linear equations in
two variables correspond to points of intersection of their graphs, because points of intersection satisfy both
equations simultaneously.

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

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 tool supports and enhances the learning experience by giving the
teacher actual data to construct modifications or differentiations for best student leaning outcome. The
technology used has multiply way to express information to the student. It can be used in quiz form ,
informational present, interactive question and answer. The UDL guidelines identified is Principle II,
Multiple means of expression.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. I will introduce the lesson of the day and let the students know this is just a fun way to see
how much you know. Therefore , the SRT will be a pre-assessment.

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: This activity will last 10-15 mins. The
students will answer questions found in the Socrative about linear equations and inequalities. The teacher
will be observing the students. iPad or computer are the materials needed?)

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 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):
n/a
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 like the immediate engagement when the students are excited about answering
questions correctly.

Describe what will happen AFTER the SRT activity? I will pull that data and see what areas may need
review. The lesson will begin using IWB .
How will the data be used? To determine if I need to make a differentiation due to an ESOL students that
may need vocabulary practice in order to answer the questions, so the software can accurately analyze the
information. If so , I can change the language to assist ESOL. I will be able to determine what type of
homework questions should be assigned. Also, determine if additional lecture is needed.

Describe your personal learning goal for this activity. This is a new form of assessment tool. I hope to be
able to personalize my lesson plan to the students need from data collected. I hope the assessment is
informal enough that the students do not feel testing pressure but understand that the lesson will help in
the areas they are not as comfortable in . The student can now learn in the environment that is most
productive for them.
Reflective Practice: Socrative as an activity has the ability to taking learning to a higher Bloom’s level. The
original questions are multiple choice and true/false. The development of short answer questions can
further extend the lesson. Also, a project can be added where the students are now engaged and can use
creativity to enforce their knowledge.

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