Student Response and Assessment Tools

Lesson Idea Name: Timed Times

Content Area: Math
Grade Level(s): 3rd
Content Standard Addressed:
MGSE3.OA.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers using the inverse relationship of multiplication and division. For example,
determine the unknown number that makes the equation true in each of the equations, 8 × ? = 48, 5 =
□ ÷ 3, 6 × 6 = ?
Technology Standard Addressed:
Level 2
Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

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 lesson will help support all students in my classes. It is crucial for students to learn their multiplication
tables in order to be successful in future math classes. This lesson gives students the opportunity to make
taking an assessment fun. It gives students with test anxiety ease because it feels more like a game then a
high stakes assignment. This can also help students who are visually impaired because the test questions
can be enlarged on their screens. It can also help students who have issues with their fine motor skills
because they do not have to write anything down and are just choosing an answer.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The instructional activity occurring before we have our timed assessment is having the students drill and
practice their multiplication tables. I will give them a list of the problems they will have to solve on Friday.
The students will then use quizlet, another student response tool, to create flashcards to practice their
multiplication tables.
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: During our activity, we will go into the
computer lab. Since we are doing a formative assessment I can monitor what the students are doing on their

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 Student Response and Assessment Tools
screen. The students will only have ten seconds to submit their answers to the multiplication questions. The
activity will only last about a minute, quick and painless.

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):
Attached on Weebly page!
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 give corrective feedback to my students immediately, so that they know what they need to do to
Describe what will happen AFTER the SRT activity?
After we take our first multiplication test, the students will either practice the number we just tested again.
That way they can prepare for a retest or the students will start making their flashcards for their new
number next week.
How will the data be used?
I will use this data to give the students a grade for their knowledge of the multiplication tables. If students did
not do well on the assessment, I can use the data I have collected to make extra practice for the students who
were not successful the first time. I will share the students’ progress with their parents through sending home
what the students need to be working on for the next week. I will not discuss the data with the whole class
because all of the students are at different places. If they did well the first time they took the test, the student
will move on to the next number/
Describe your personal learning goal for this activity.
The goal for this activity is to take the pressure off of multiplication tests by creating a game out of it.
Reflective Practice:
This lesson was created for the end of the week to test students on what they know. To further extend this
lesson, the students can have multiplication tests that have different numbers missing from each problem to
create a deeper understanding of their multiplication tables.

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