Student Response and Assessment Tools

Lesson Idea Name: Equivalent Fractions

Content Area: Mathematics
Grade Level(s): 4th
Content Standard Addressed:
MGSE4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by using
visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

Technology Standard Addressed: Knowledge Constructor

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):

Tablets can have apps that are interactive to help students with lessons and activities. As a class we can also
use different interactive tools to explore different forms of learning.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

In class, I would begin with a little video about equivalent fractions. Then I would do a worksheet and lesson
on the board about how we work with equivalent fractions. We could also bring out interactive lessons on
devices because students like to work with technology.

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:

Students will have a device (computer or tablet) and will take the “quiz” so I can assess where understanding
is as well as challenge them in the lesson. Students can work on their own pace and time. They can also do
this activity at home, so they can study for their exam. I can assess where the struggles are and where I need

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 Student Response and Assessment Tools
to improve in my lesson. Once the activity is done in class, I will ask students why they chose their answer so
that I can sense their understanding of the lesson.

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?
I want my students
Describe what will happen AFTER the SRT activity?
Review will be done in class as well as a take home worksheet. Students will demonstrate an understanding of
the lesson by taking a formal assessment on paper to be graded.
How will the data be used?

Data will be taken in real time since it is collected as students answer questions. It will allow me to see where
there is weakness in understanding and the strengths so I can focus on where improvement is needed. I can
reteach a lesson in a different way if I need to. All results will be anonymous so students do not get
embarrassed by not understanding something, as well as allowing me not to focus only on one student. The
data is more so for me because I want to know if there is anything I am doing wrong and need to change. I
want my students to understand what they need in order to pass the final assessment.

Describe your personal learning goal for this activity.

I want to try new ways to teach lessons. I want them to be interactive and interesting for my students.
Learning certain subjects can be boring for students so I make them fun, maybe it will be better absorbed. I
also hope for students to have more participation in class.
Reflective Practice:
Students have an interactive lesson that gives direct feedback to me. I think this lesson will push students to
understand equivalent fractions by giving them multiple choice practice, but they will also have to come up
with an answer on their own in short answer. I designed this lesson as more of a middle lesson activity. The
lesson would have been introduced and it is to see where the understanding of the lesson is.

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