Student Response and Assessment Tools

Lesson Idea Name: Money, money, money

Content Area: Math
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. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?

Technology Standard Addressed: 3 – Constructor of Knowledge

Selected Technology Tool:

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

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): I will address all student’s learning by creating a new quiz in whatever
format my student needs. For example, if my student has a visual disability, I could have the quiz in a podcast
format or if my student’s first language is not English, I could create the quiz in their home language.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. Prior to the activity, I will model the type of word problems that are on the Socrative. We
will complete multiple word problems together on the whiteboards and I will have the students complete the
problems on their whiteboards also.

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: I will give out the iPads, so that the students
each have their own technology to complete the Socrative. I will have the students put in their real names, so
I can track their data. The students will read and think about the question. They can use scratch paper if
needed. The students answer the questions at their own pace. I will be available for questions. I would like
this activity to only last about 15-20 minutes.
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
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 Student Response and Assessment Tools
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?
☒ Yes
☐ No
Why or why not? I will pre-select correct answers to the questions because there is only one correct answer
for each question. It is important to show the correct answers after the activity, so that the students are
aware of how they did. This way, if I pull them for a small group or to teach a whole-group lesson, they will
know what mistakes they made.
Describe what will happen AFTER the SRT activity? After this activity, I will carefully analyze the data that I
received and begin planning further lessons and possible small groups. The students will either learn new
material or review the previous material.
How will the data be used? Since I used Socrative, the data is saved in my account, so I can also go back and
analyze the data at any time. This data can help me gauge where I need to go next with my students. If I had a
few students who I saw made common mistakes, I could pull them into a small group and reteach the
material. If a majority of the class did not do well, I would need to reteach a whole group lesson. If the class
did fairly well, I could move on and teach a new lesson on new material.

Describe your personal learning goal for this activity. I hope to use this activity as a formative assessment to
gauge how my students are doing. I would probably use this in the middle of a unit to help me further plan
lessons. If the students are not doing well, I will have to go back and reteach the material. If the students do
well, I could plan lessons on new material. This activity can also give students an idea of how their future
assessment would be like.

Reflective Practice: After completing the activity, I also thought that I could have used this activity as a
preassessment also. In order to further this activity, I could have my students come up with their own word
problems dealing with money and have other students in the classroom answer other student’s questions.
The student creating the quiz will have to pre-select the correct answers also. After the students grade their
partner’s quiz and give it back, they could show them what they did wrong. Sometimes a student explaining a
concept to another student is much more helpful than a teacher explaining the concept.

Spring 2018_SJB