Student Response and Assessment Tools

Lesson Idea Name: Rounding numbers and Place Value trivia

Content Area: Mathematics
Grade Level(s): 3rd grade
Content Standard Addressed: MGSE3.NBT.1 Use place value understanding to round whole numbers to
the nearest 10 or 100.

Technology Standard Addressed: 1. 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. Students:
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:

X☐ 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:

X☐ Computer ☐ Hand-held student response system (like iRespond) X☐ Phone X☐ Tablet (such as
iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced X☐ Student-Paced
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding X☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

X☐ 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.
In the activity before hand the teacher will go over what a place value means. The teacher will have a number
written out for the students and then the teacher would label to each place value. The teacher would then
teach the students how to round up the place value of the number to the nearest 10 or hundred by looking to
see if the number to the left is above five in the ones place so that the number in the tens place would be
rounded up one number.

Describe the purpose of the SRT activity (check all that apply):
SBooker, 2020
 Student Response and Assessment Tools
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions X☐ 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:

During the activity the student will answer either be the truth or false or multiple choice question to test their
knowledge of how to apply what they learned. The teacher will be the one facilitating the test and wait until
everything is over to give a response. To start the activity the teacher will need a large piece of paper and a
marker to explain place values as an introductory. During the formative assessment using Socrative the
students will need their devices. The introductory lesson and the activity may take 30 minutes.

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

X☐ Multiple choice ☐ Multiple select X☐ 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?

X☐ 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?
X☐ Yes
☐ No
Why or why not?

Describe what will happen AFTER the SRT activity?

After the SRT activity the students will be able to receive feedback on the questions that they got wrong. The
teacher will use the questions that most of the students got wrong and discuss what the right answer may be
and explain why.

How will the data be used?

The data that will be collected will be the questions that the students go correct or that they got wrong. The
information that will be collected will not be awarded as a grade. The information will be shared with
students in order to monitor their understanding of the specific mathematics subject. The teacher will use the
anonymous data of certain questions that most of the students got wrong in order to help the whole class
learn a certain question. Looking at each child’s report, the teacher will use the right and wrong answers that
the students put down, and specifically work with that child in that area later on.

Describe your personal learning goal for this activity.

I am allowing the children to be interactive during the activity by allowing them to use technology to test their
knowledge through a formative assessment. I would like to learn how to use technology in order to give the
students assessments so I can gain an understanding of what they really know about a subject and help them
afterwards. I hope it will help the students learn by allowing them to have a fun time using their devices while
at the same time learning how to apply the information that they learned.

SBooker, 2020
 Student Response and Assessment Tools
Reflective Practice:
After creating the lesson, I think it will impact student learning by allowing them to remember much more
than if they were to take a paper and pencil test. In order to further extend the lesson, I would have an
explanation of place values and the type of math subjects they were working on and at the end by adding
some discussions over the questions that most of the students got wrong so that the students could learn
from their mistakes. Other technology tools that could further enhance this project would to have an
instructional game where the students could compete against each other in order to get the correct answers.

SBooker, 2020