Student Response and Assessment Tools

Lesson Idea Name: Addition

Content Area: Math
Grade Level(s): 1st Grade
Content Standard Addressed: MGSE1.OA.6 Add and subtract within 20.
a. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 =
9); using the relationship between addition and subtraction (e.g., knowing that 8
+ 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known
sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 =
13).
b. Fluently add and subtract within 10

Technology Standard Addressed: Level 2

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://www.plickers.com/library

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): Describe how you could address Universal Design for Learning principles
to extend and support the learning experiences for all students.
In this lesson, Universal Design for Learning can be addressed in several different ways. First, during the
centers groups may be given different quizzes depending on their levels. Secondly, students may be put into
groups and have one plicker card to share. Lastly, students may be asked to do a “think, pair, share” with their
neighbor before showing their plicker card. By having all of these options, the teacher ensures that every
student will be able to participate despite any differences the students may have.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT activity, students will be participating in centers. There will be three different centers for the
students to work in. The first center, students will work to solve addition problems using manipulatives such
as counters. In the second center, students will use pencils and paper to solve addition problems by using
drawings. In the third center, students will be introduced to Plickers and given their Plickers cards.

Describe the purpose of the SRT activity (check all that apply):

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 Student Response and Assessment Tools
☐ 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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)
Once students reach the third center, they will be given their Plickers cards. Teachers will explain to the
students how the Plickers cards work. Students will be given a sample question so that they are able to
practice using their cards. After the practice questions, the teacher will fix any misconceptions that the
students may have. Students will then begin answering the given questions. Depending on the group of
students, they may work in pairs or individually.

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):

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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?

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☒ Yes
☐ No
Why or why not? Student responses will be displayed anonymously so that they are given instant feedback.
After responses are displayed, students will observe and respond as the teacher shows how to correctly do
the problem. (Students may be asked to volunteer to show the class how to do the given problem.)

Describe what will happen AFTER the SRT activity?

After the SRT activity, students will move on to the next center. The teacher will keep the data collected and
use this information as a formative assessment. Once all centers are completed, the class will come back
together as a whole. The class will discuss which centers were the most/least difficult. Teacher will ask
students to turn and tell their partner one thing that they learned during this class.

How will the data be used? What data will be collected as a result of this activity? How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade? Will the
individual collected be shared with students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data to
differentiate instruction for students, if so describe how.)
The data collected from this activity will show any common misconceptions that the class may have. For
example, if the majority of the class got the majority of the questions incorrect, the teacher may decide that
reteaching is necessary in order for the class to move on. If the data shows that most of the students got most
of the answers correct, the teacher will know that the students are ready to move on to the next standard.
The teacher is also able to look at individual students which allows s/he to purposefully select future groups
or know which students may need individualized attention.

Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn?)
I hope after this lesson; students gain a faster fluency in addition. Additionally, I hope that students are shown
their own misconceptions so they know what they need to work on in the future.

Reflective Practice: After designing this lesson idea, how do you feel the activities you created could impact
student learning? You may have designed this idea as an introductory activity to a unit of study. With that in
mind, what could be done to further extend the lesson? Are there other technology tools that could further
enhance this project?
I think this lesson will add excitement into center time. Students love to use technology so by utilizing this
student interest, students will be much more willing to participate. Additionally, this tool provides many
means of differentiating which makes this lesson much more accessible to all students. Another tool that
would go well with this lesson would be NearPod because students could use the NearPod activities to draw
out their answers during one of the centers.

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