Student Response and Assessment Tools
Lesson Idea Name: Lets do some Addition!
Content Area: Math
Grade Level(s): 1st
Content Standard Addressed:
MGSE1.OA.6 Add and subtract within 20.
1. Use strategies such as counting on; making ten (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 relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
2. Fluently add and subtract within 10.
Technology Standard Addressed:
Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): http://socrative.com
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): For ELL students, the quiz can be printed out for them to read.
Vision impaired students can have the questions read to them orally, so they can answer.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
There will be a math lesson prior to this quiz. We will review some addition problems as a class using the
smart board so students can have a visual.
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: The students will be given a tablet and or
computer and will have to log into the site and join the class. Then, students will complete the quiz.
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
Spring 2018_SJB
Student Response and Assessment Tools
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?
Yes, I will so that we can then talk about why students had misconceptions. Once students complete the quiz
we will then look at the misconceptions as a class. I think this will show where students are having trouble
and help them understand what the missed if we discuss is as a class.
Describe what will happen AFTER the SRT activity? We will all review the problems as a class.
How will the data be used? The data will be used for the teacher. It will display where students are strong
and where they need to go back and work on something. It will also show who is struggling and who is not.
The teacher can take the data from this assessment and revisit certain areas that need to be touched on
again.
Describe your personal learning goal for this activity. My personal learning goal would be to assess my
students’ knowledge on addition. I want to see where students are struggling and help them to better their
math skills.
Reflective Practice: After designing this lesson idea, I see how this quiz can benefit the student by showing
the teacher where they are having trouble. This lesson is designed to test their knowledge so it is not an
introductory activity. I think once we get passed addition, I could make a short assessment based on
subtraction to introduce this topic to the class. I could then see where students are at right away and know
how to handle starting the subtraction unit.
Spring 2018_SJB
