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Student Response and Assessment Tools

Lesson Idea Name: Adding and Subtracting within 20

Content Area: Math
Grade Level(s): 1st
Content Standard Addressed:

MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Technology Standard Addressed: 5-Computational Thinker

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):

• Supports visual learners
• Supports kinesthetic learners

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Students will be discussing different strategies they could use when adding and subtracting within 20.
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:

This activity should last about 15 minutes. Plicker cards and one device are needed. The teacher will be posing
questions and scanning the answers that students will be giving according to how they turn their card.
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
If you are unable to provide a working sample of your questions, please list them below (8-10):
Questions are presented in Weebly.

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?
If answers are displayed after everyone has answered, then I can give immediate feedback and clarification
for misconceptions.
Describe what will happen AFTER the SRT activity?
After the activity, the teacher will clear up any misconceptions about certain problems when adding and
subtracting within 20.
How will the data be used?
The information collected from this activity will be used in many ways. I will discuss with the class about the
answers and how we came to those answers to help the whole class learn. I can also use this data to
differentiate learning by knowing who I need to pull for small group reteaching. I can also use this data as a
grade for this standard, along with showing parents artifacts of their child’s progress.
Describe your personal learning goal for this activity.
I hope this activity engages my students to want to learn and participate in group discussions. I am trying to
get students to want to answer and tell me how they came to that answer.
Reflective Practice:
I believe this activity will achieve my personal goal of engaging students. This activity motivates students to
try to get the right answer because they can see if they were right by looking at a graph of correct answers. It
can be a competition to see if they were correct. This activity can be the start of a lesson and then students
can compete at the end of the unit to see if they can correctly answer all questions when adding and
subtracting within 20.

Spring 2018_SJB