Student

Response and Assessment Tools

Lesson Idea Name: How many?
Content Area: Mathematics
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one
and only one number name and each number name with one and only one object. (one-to-one
correspondence)
b. Understand that the last number name said tells the number of objects counted (cardinality). The
number of objects is the same regardless of their arrangement or the order in which they were
counted.
c. Understand that each successive number name refers to a quantity that is one larger.
MGSEK.CC.5 Count to answer how many? questions.
a. Count to answer how many? questions about as many as 20 things arranged in a variety of ways
(a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.
Technology Standard Addressed:
Empowered Learner

Selected Technology Tool:
Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms

Other:
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

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to beginning the SRT, the class will be given a lesson on how to count how many objects there are to
connect their one-to-one correspondence. Several examples will be given over the span of a few days. This
activity will be used after the lesson to make sure the students understand. The use of animals in a scattered
arrangement makes this activity more difficult than simply counting shapes in a line, so this would be to wrap
up the lesson series. The activity will be introduced by telling the students that they will have the chance to
show how much theyve learned using animals!

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):

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 Student Response and Assessment Tools

Briefly describe what will happen DURING the SRT activity:

During the SRT activity, students will have access to computers or iPads, whichever is available. They will all
log onto the internet and join Socrative with the quiz passcode that the teacher will give them. The teacher
will flip through the questions and allow students time to answer them. The activity will last anywhere from
5-15 minutes, depending on how long it takes the students to count the animals in the pictures.

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?
Since this isnt taken as an actual exam, I want the students to see what the correct answers are so that they
can see where there mistakes were.
Describe what will happen AFTER the SRT activity?
After the SRT activity, the teacher will take the results and figure out whether or not the students understand
the concept or if they need further help. If thats the case, future lessons may involve review of these
concepts.
How will the data be used?
This activity will let the teacher know which questions were missed and by which students. He/she may then
decide whether or not to move forward with additional concepts or remain on this one for a while longer. A
participation grade will be accounted for this activity, but its not a formal grade for accuracy. Progress sheets
can be printed off to know the actual progress even though the grade for this assignment will not reflect that.
If there were specific questions that the majority of the class missed, the teacher should go back over those
questions with the whole class. Differentiation could be kept in mind for students who got all the questions
correct or for students who missed the majority of the questions. Students who excelled at this activity should
be given more difficult questions to practice to continue promoting their learning. Students who did poorly
may need more individualized instruction to find where their mistakes are being made.
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?)
Ive never used Student Response Tools before, so implementing that in the first place is a learning stretch for
me. I hope to learn how my students react to activities like this and whether or not it will be a useful tool in
motivating the students later on. I hope the students learn the standard and how it can be applied to real life
counting situations.

Summer 2017_SJB