STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Emily Bennett

Grade Level: 1st Grade
Content Area: Mathematics
Standards Addressed: MGSE1.NBT.4 Add within 100, including adding a two-digit number and a
one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40),
using concrete models or drawings and strategies based on place value, properties of operations,
and/or relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Kahoot
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Phone

Other wireless device (such as iPod Touch)

Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity: The students will begin the lesson by reviewing their understanding of place
value for ones and tens. The students will use different manipulatives (unifix cubes, Cuisenaire rods, etc.) to
answer different questions about place value. The teacher will then begin to learn the material by solving
different problems about adding within 100 in groups and discussing how they got their answer. Each group
will be given as large piece of butcher paper to show their work on and explain their reasoning.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional):

Type of session:

Teacher-Paced

Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity Each student in the classroom will have their
own tablet. If enough tablets are not available, students will split into groups and work together. Each
student will have a set of manipulatives to help solve each problem. The students will be asked a series of
questions that involve addition within 100, and they have one minute to use their manipulatives to figure
out the answer.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of questions/prompts (Check all that apply):
Multiple choice

Multiple Select

True/False

Yes/No

Short open-ended response

1

or fill in the blank

STUDENT RESPONSE AND ASSESSMENT TOOLS

Longer open-ended response

Provide samples of questions/prompts to be given to students: What is 24+ 9? What is 23 + 10? What is
54 + 16?
Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity?
Yes
No
Why or why not? After each question, we will review each question to ensure the students understanding.
They will be able to determine their mistake and see if they need additional help.
Use of data: The purpose of this activity is to gauge the students understanding of the material. If the
students are missing a large portion of the questions, then the material needs to be revisited. The teacher
will be able to gauge each students understanding and if they need extra instruction. The information from
this activity will not be used as a grade, but more for feedback for the teacher. The data will not be shared
with the students to keep their progress confidential.
Describe what will occur after the SRS activity: After the SRS activity, the teacher will determine if the
information needs to be retaught. If the class is divided, then students that understand the topic will be
challenged with more difficult problems and will be encouraged to try and do more. The students that need
more instruction will just be retaught the information in a new way
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?
You must design something that will help you learn something new. Honor system!) : The students will be
using manipulatives versus adding the two numbers on a piece of paper. The purpose of this activity is to
broaden the students understanding of place value of tens.
Other comments about your SRS activity (optional):