Name: Dana Turley

Grade Level: 9th

STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Geometry
Standards Addressed:
MGSE9-12.G.SRT.3 Use the properties of similarity transformations to establish the AA
criterion for two triangles to be similar.
MGSE9-12.G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one
side of a triangle divides the other two proportionally, (and its converse); the Pythagorean
Theorem using triangle similarity
MGSE9-12.G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad) Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Type of session: Teacher-Paced Student-Paced
Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity:
Students will be able to use their own devices or the laptops that I have provided. Once class begins,
students will follow the known procedure of logging into the Socrative account and preparing to take the
quiz in individual manner. Students will silently go through the problems, and then wait for everyone to
finish. The quiz should take less than fifteen minutes.
As the class finishes their work, the problems will then be displayed at the front of the classroom one at a
time. We will focus on the questions the students did well on to make sure the content is understood, and
moved more quickly through the questions that everyone missed, only because that content will be taught in
depth during the unit. As a class, the students will see the content before a lesson is given, but with no
expectations of already knowing the answers. This allows for a comfortable learning environment for the
students.
Blooms Level of Critical Thinking Required:
Remembering Understanding Applying Analyzing Evaluating Creating

Types of questions/prompts:
Multiple choice Multiple Select True/False Yes/No Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students:
Solve for the height of backboard, x, by solving the following proportion using similar triangles (an image
will be included)
Can the two triangles shown be proved similar?
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No
Mixed (Some will have correct answers, others will not.)
1
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class