Student Response and Assessment Tools

Lesson Idea Name: Linear Expressions Quiz

Content Area: Math
Grade Level(s): 7
Content Standard Addressed:
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the quantities.
MGSE7.EE.4cSolve real-world and mathematical problems by writing and solving equations of the
form x+p = q and px = q in which p and q are rational numbers.
Technology Standard Addressed:
1c: Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-
ended problems.

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://b.socrative.com/teacher/#import-quiz/42486583
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):

This quiz will allow the teacher to differentiate the review before the test and create small groups based on
common misconceptions. When the quiz is submitted students will know which questions they missed
allowing them to prioritize what material to study. The teacher will be walking around to help clarify what
each question is asking for and reminding students of key vocabulary needed for each question allowing the
student t focus on what information is needed to answer each question. If students are uncomfortable with
taking the quiz online they can take the quiz on paper. Students are allowed to use a scientific calculator to
check if their work is correct.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before the SRT activity students will be able to ask any questions about the material. There will be a warm up
that goes over the key topics as a review before the quiz. The teacher will then ask students to clear their
desk and log on to their technology and pull up Socrative. The teacher will explain that there are 3 different
types of questions and that some may be harder than others based on conceptual thinking.
Describe the purpose of the SRT activity (check all that apply):

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☒ 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 complete the quiz over expressions while the teacher observes and answers any clarifying
questions. Students will need access to either a tablet or computer to take the online quiz. They will also need
access to WiFi. The quiz should take about 30 minutes based on the level of understanding each student has.

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?
☒ Yes
☐ No
Why or why not?
This allows students to know which topics they need to review before the test.
Describe what will happen AFTER the SRT activity?
Students will turn in the quiz and once all of the students have submitted the quiz they will receive their
overall score and see which problems they missed. The teacher will go over the questions missed and ask for
student input on each of the questions. Students will complete an error analysis on the problems they missed
as we review.
How will the data be used?
The Socrative results show the percentage of students that picked each answer which allows the teacher to
focus in on the most commonly picked wrong answers. The teacher also receives the overall grade and missed
questions for each student allowing the teacher to differentiate the lessons, review, and small group
teachings. The overall score will be a formative grade to show progress of understanding of the material.

Describe your personal learning goal for this activity.

I am trying to see if reviewing the commonly missed questions n class allows for students to review the key
concepts they missed instead of trying to review all of the material. I hope to gain inight on what material
needs to be reviewed and what material has been mastered. I hope students will be able to know which
topics they need to review.

Reflective Practice:
I feel that student learning will be pinpointed to topics of confusion; allowing for students to focus on what
material they need to study for the test. This lesson is designed to summarize the unit and to determine what
material needs to be re-covered or reviewed on an individualized basis. Allowing students to race toward the

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answer in a game would encourage students getting the right answer and working toward a gal but it would
be harder to assign a grade for a game rather than a quiz.

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