Student Response and Assessment Tools

Lesson Idea Name: How Can We Write Numbers?

Content Area: Math
Grade Level(s): 2nd
Content Standard Addressed: MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.

Technology Standard Addressed: 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:

☐ 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): Describe how you could address Universal Design for Learning principles
to extend and support the learning experiences for all students.

This activity allows a supportive learning experience for all students. Students can work together as the
class completes the Kahoot, allowing students who may have difficulty working technology due to different
disorders complete the assignment. The time on the Kahoot can also be extended to accommodate
students who need extra time to read through the questions and answers. Increased font size can also be
helpful for students who have vision trouble as they go through the Kahoot. A program that reads the
questions and answers aloud would also benefit students who have trouble reading.

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

Students will go through various math centers where they will practice writing numbers up to 1000 using
the extended form, number name and the base-ten numerals. One station will contain matching games
where the students must pair the extended form or number name to the base-ten numeral. Another
station will have students working together in small groups with the teacher, working through various
problems so the teacher can offer direct feedback and help. Other students will be working on worksheets
together. At the end of the centers, I will ask the students to get their ipads/tablets/phones/anu other
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device to test their knowledge on what they worked on during centers. Introduce it as a challenge to earn
points toward a reward at the end of the week.

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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)

The Kahoot will take approximately 30 minutes with the quiz itself and the discussion afterwards. The
students will go to kahoot.it and put the game code in. They create a nickname for themselves while they
wait for everyone to join the game. The game has a set amount of time for each question, so students will
answer each question at the same pace. As the students are playing the game, the teacher is controlling the
quiz and monitoring students as they complete each question. Students should be relaxed and having fun
while they take this untraditional assessment. The teacher will take notes of the questions with the most
missed answers.

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):

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? The correct answer will show after each question so students will automatically receive
feedback for each question. At the end, the teacher will go through the problems that were most missed and
ask for student input to determine how to work through the problem and where some students went wrong.

Describe what will happen AFTER the SRT activity?

After the activity, the students will be able to see their results. The teacher will look at the most missed
questions they took notes on and start an open class discussion. Allow different students to answer each
question to get different strategies and ways of solving the problem.

How will the data be used? What data will be collected as a result of this activity? How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade? Will the
individual collected be shared with students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data to

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differentiate instruction for students, if so describe how.)

The data collected will not be focused on each individual student, but rather as the class as a whole to see
what type of questions were the most missed. Using the notes taken during the activity, the teacher can alter
their lessons to fit the needs of the students and focus on content that needs more attention. The teacher can
also use this data to determine which students to focus on specifically.

Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn?)

I hope this activity provided a different, but fun experience for the students when it comes to taking an
assessment. I hope that making assessments fun, but also effective, will allow students to show what they
really know about the content without feeling the pressure of taking a test or quiz.
Reflective Practice: After designing this lesson idea, how do you feel the activities you created could impact
student learning? You may have designed this idea as an introductory activity to a unit of study. With that in
mind, what could be done to further extend the lesson? Are there other technology tools that could further
enhance this project?

I think the activities I created would really impact student learning by creating a fun tool for students to show
what they’ve learned throughout the unit. It gives them feedback as we move throughout the activity, so they
know what areas they need to work on before a summative assessment at the end of the unit. The data from
this activity can be used to create more activities for students to practice with the content, and help the
teacher create activities that focus on the areas that need more work.

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