Student Response Tools

Student Response and Assessment Tools
Lesson Idea Name: Make CENTS ¢¢¢

Content Area: Mathematics
Grade Level(s): 2nd
Content Standard Addressed: MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies using $ and ¢ symbols appropriately. Examples: if you have 2 dimes and 3 pennies, how
many cents do you have?
Technology Standard Addressed: 3- Knowledge Constructor
Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
N/A
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):

Plickers will help me, the teacher, decide if the students are understanding the concept of adding money
using cents and dollars. Plickers is accessible for most students, as students old up a laminated answer card to
respond to the question on the smart board/ projector/ computer. Plickers gives immediate feedback which
will allow the teacher to know who is struggling on the content and who understands and is ready to move
on.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
To introduce the SRT, I will start a discussion about what the class has been learning about recently in math,
adding dollars and cents. I will then explain the directions to Plickers saying something along the lines of
“Students, today we are going to play a response game! It’s going to be so much fun. A question will pop up
on the projector and you’re going to answer the question by using the laminated answer cards. The questions
are multiple choice so you will choose which answer YOU think is correct, then hold up your card on the
corresponding letter, A.B,C or D.” I will then allow the students play a few practice rounds before starting so
they understand the directions.
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):
Spring 2018_SJB
Briefly describe what will happen DURING the SRT activity:

During the activity, the teacher will use the Plickers application on his/her iPad to display the questions on the
screen in the front of the classroom. The students will have time to think and answer each question using
their laminated “answer cards”. The teacher will be walking around the classroom formally assessing each
student and helping students when needed.
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): N/A
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?
Display correct answers after the questions will allow for discussion about the problem. Students who may
have answered the questions wrong will get a chance to learn how to correctly solve the problem through the
discussion.
Describe what will happen AFTER the SRT activity?
After the Plickers activity, the class will join together for a discussion about the questions. The teacher will
also study the assessments following the Plickers activity. The teacher will take anecdotal notes about each
student and their understanding of the content.
How will the data be used?

The teacher will use the data from the assessments to make anecdotal notes about each student’s
understanding of the content. These assessments and notes will guide the following lessons. If the students
did well on the activity and show mastery, the class will move onto the next standard or content. If one or
two students didn’t do well on the activity, the teacher will make plans to work one on one with these
students to help master the content. If the entire class didn’t do well on the activity, the teacher will reteach
the standard with a different approach to encourage mastery of content.
Describe your personal learning goal for this activity

My personal learning goal for this activity would be to be able to assess the student’s understanding of the
content in real time, and adjust future lessons if needed.
Reflective Practice:
After designing this lesson idea, I feel the activities impact students learning by teaching them not to be
scared about being wrong. In Plickers, only the teacher can see student’s responses, as the A,B,C,D is labeled
in small font on the card. This activity is more of a study activity as students should already be familiar with
the math beforehand. But, if this lesson was an introductory activity, I would further extend the lesson by
Spring 2018_SJB
grouping the students together and allowing the students to use real quarters, dimes, nickels, and pennies to
assist in answering the questions.
Spring 2018_SJB

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Student Response and Assessment Tools

Lesson Idea Name: Make CENTS ¢¢¢

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:

Universal Design for Learning (UDL):

Briefly describe what will happen DURING the SRT activity:

Type of questions/prompts used in this activity (check all that apply):

Right/Wrong answers: Will there be right/wrong answers to these questions?

How will the data be used?

Describe your personal learning goal for this activity

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