m07 Student Response Tools Lesson Idea Template

Student Response and Assessment Tools
Lesson Idea Name: Graphing and Identifying Parent Functions

Content Area: Mathematics
Grade Level(s): 9th
Content Standard Addressed:
MGSE9-12.F.IF.7 Graph functions expressed algebraically and show key features of the graph both
by hand and by using technology
Technology Standard Addressed:
1.1 Empowered Learner

Students leverage technology to take an active role in choosing, achieving, and demonstrating
competency in their learning goals, informed by the learning sciences.
1.6 Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.
Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://api.socrative.com/rc/SZ72Ty
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 Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☐ Creating
Levels of Technology Integration:
☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.
☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
SBooker, 2020
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This lesson will be designed to be either in person or virtually. Students will join the lesson on
OneNote to follow along with the notes and presentation the teacher will be teaching from. The lesson
will launch with a linear function being given algebraically and the students must get the input and
output values from it. They will then be asked to graph those points in Desmos and see what they
notice. The students will follow along with the introduction of parent functions and explaining that for
a function, each input has exactly one output and that can be represented graphically. The students
will join PearDeck and participate in the lesson as we go along, repeating the same process as we did
with the linear equation. As we progress through the lesson, students will be asked what types of
applications each of the parents might be modeling, with prompting from the teacher as needed.
When all parent functions have been graphed/identified, there will be a check for understanding in
Socrative for students to identify parent functions and their characteristics. The teacher will provide
real time feedback as students submit their responses. They will be asked to revise their answer if they
did not get it correct the first time. Based off the student responses, the teach will summarize and
introduce the next day’s lesson, transformations of parent functions.
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 click the “Ticket out the Door” link at the end of the PearDeck, which will take them to Socrative
where the students will be given a formative assessment to check for understanding on what we learned
during the lesson. This will provide instant responses to the teacher and allow seamless feedback for the
student. There will be multiple choice, true/false, and open response questions that will check for each of the
components 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?
SBooker, 2020
☒ Yes
☐ No
Why or why not?
Describe what will happen AFTER the SRT activity?
There will be feedback given to the students and allow them to reassess based on that feedback. Once
everyone has completed the activity, there will be a group discussion on the questions and if there were any
common questions students got wrong.
How will the data be used?
The data will be collected and used from the Socrative ticket out the door and will be used to inform the next
days lesson. If students overall got many questions wrong, I can analyze where the errors were and design an
opening to the lesson to clear up the misconceptions. If overall the task was completed successfully, I will
move on and build off this understanding.
Describe your personal learning goal for this activity.
I hope this quick check will be a nice addition to the different types of ticket out the door activities I normally
use and students will find it easy to respond and receive feedback from the
Reflective Practice:
I believe this will enhance my students understanding and expectations for the flow of me lessons, informing
them that there will be a check for understanding at the end of the lesson so it would behoove them to pay
attention and participate for the best chance for success at the end. I feel that expanding on this and having
multiple responses during the lessons, such as a small Socrative activity in the middle as well as the end could
enhance this.
SBooker, 2020

m07 Student Response Tools Lesson Idea Template

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m07 Student Response Tools Lesson Idea Template

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Student Response and Assessment Tools

Lesson Idea Name: Graphing and Identifying Parent Functions

Technology Standard Addressed:

1.1 Empowered Learner

1.6 Creative Communicator

Selected Technology Tool:

Technology that student will use to respond to questions/prompts:

Levels of Technology Integration:

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?

Describe what will happen AFTER the SRT activity?

How will the data be used?

Describe your personal learning goal for this activity.

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