Student Response and Assessment Tools

Lesson Idea Name: Make a 10!

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.

Technology Standard Addressed:

Empowered Learner
c. use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://create.kahoot.it/share/make-10/e26dc17c-9d47-402b-b2c1-44ea7c0e2e37
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 Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

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

Students will test each other using flashcards in their groups. The flashcards will involve information just like
the Kahoot! Students will practice finding the missing number that makes 10.

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

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☐ Survey/Poll ☒ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

Each student will have a computer, which will be logged on to the Kahoot! game. Students will enter their
names when asked, and wait for their peers to log in. Students will have 20 seconds per question to figure out
the answer. Students are in competition with their classmates. The winner is whoever answered the most
questions correct and the quickest. The activity will last no more than 15 minutes. The winner will be
rewarded with a visit to the treasure box, or a piece of candy. At the end, the teacher will go over the correct
answers to all of the questions to hopefully clear up any questions that the students have. If they still need
assistance, the teacher will work with those particular students individually.

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):
2 +__=10
1+__=10
7+__=10
5+__=10
10+__=10
6+__=10
4+__=10
3+__=10
0+__=10
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?
I want my students to be able to review the questions they got incorrect and understand why they got them
incorrect. This will ensure my students understand the material being taught.

Describe what will happen AFTER the SRT activity?

After the activity, students will take an actual quiz over the material they just reviewed. They will have
dividers up so they are not tempted to cheat, and they will take a quiz that I will assess on accuracy. This will
allow for me to see the areas of struggle, and who I need to work with individually.

How will the data be used?

Information from this activity will be used to assess whether or not my students are ready to move on to the
next lesson. They will receive a grade on the quiz that will be taken immediately following the activity. Parents
will have access to quiz grades. I will send home weekly reports that will contain the students’ grades from
that week. I want my students to feel comfortable asking questions when they don’t know the answers, so I
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will keep incorrect answers anonymous, and speak to my students individually to find out where the problem
lies. I will use the data to determine which students have a great understanding of the material, and which
students are struggling. I will make sure that I will have a mixture of understanding students with struggling
students at each group. Understanding students can provide help where it’s needed and answer questions, if
possible.
Describe your personal learning goal for this activity.
A personal goal for this activity is seeing how well my students work collaboratively. I want them to feel
comfortable asking me, as well as their classmates questions when they don’t understand. This will help both
the struggling learner understand the material, and the understanding learner learn how to explain the steps
they are taking to retrieve the correct answer. I hope to learn which students need to be grouped together,
which students are struggling, and which students should be paired together for future activities. I hope
collaboration will help my students get their questions answered if I am working with another student at the
moment, which will save time for the class as a whole. We will have more time to spend on the material and
other lessons if less students need my individual assistance, and they are able to collaborate to figure out
their answers.
Reflective Practice:
I feel that this activity could impact student learning by creating a fun and engaging environment for all
students. Kahoot! grasps students’ attention and allows for students to work with their peers instead of
completing uninteresting and unengaging individual assignments. It is a great way to prepare students for
assessments. It gets them thinking about the material again and increases their chances of doing well on the
assessment. To further extend the lesson, I could add subtraction to the activity as well. I could combine the
addition and subtraction lessons to see how well they do, or if they need me to teach and assess the lessons
individually.

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