Student Response and Assessment Tools

Lesson Idea Name:​ Measuring Area and Perimeter

Content Area:​ Math
Grade Level(s):​ 3rd
Content Standard Addressed: ​MGSE3.MD.8 Solve real-world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters

Technology Standard Addressed:​ Empowered Learner: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Selected Technology Tool:
☐​​Socrative ​☐​iRespond ​☐​Quizlet ​X​ Plickers ​☐​Kahoot! ​☐​Office365 Forms
☐​Other: PhET
URL(s) to support the lesson (if applicable):
https://phet.colorado.edu/sims/html/area-builder/latest/area-builder_en.html
Technology that student will use to respond to questions/prompts:
☐​Computer ​☐​Hand-held student response system (like iRespond) ​☐​Phone ​☐​Tablet (such as iPad)
X​ Other wireless device (such as iPod Touch)
Type of session:
☐​ Teacher-Paced ​X​ Student-Paced
Bloom’s Taxonomy Level(s):
☐​Remembering ​☐​Understanding ​☐​Applying ​X​ Analyzing ​☐​Evaluating ​☐​Creating

Universal Design for Learning (UDL):

I will start the lesson by doing a quick overview of what area and perimeter are. This overview will consist of a
quick whole-group discussion where students are asked to solve for the area and perimeter of 2 or 3 shapes
each. Then I will ask students to each get on to the PhET simulation of area and perimeter. Student will have
10-15 minutes to explore the area and perimeter simulator and the game from the given link. This is where
the student-paced part comes in, as students will be free to explore the simulation on their own. This
simulation is a good way for students to create their own representations of shapes. As students build shapes,
the area and perimeter are updated. Students can use this information to see the relationship between area
and perimeter. Students can also compare shapes side-by-side. After students explore the simulation, I will
discuss with the class about the differences between area and perimeter, such as the fact that the perimeter
was larger than the area. I can ask open-ended, higher-level thinking questions such as, "Was there a time you
found that there was a larger area than perimeter?" and "Was there a time that they were the same? When?"
This will get students thinking, and this discussion will lead into a Plickers quiz about area and perimeter.
Describe the instructional activities that will occur ​PRIOR​ to the SRT activity and how you will introduce
the SRT activity.
As previously stated in the above text box, I will have students answer questions about area and perimeter
separately. I will then get students to use the PhET simulation that gets students to see how area and
perimeter are related to each other. I will then discuss what students learned in their exploration of the
simulation, and I will ask open-ended questions. I will introduce the SRT activity by handing out the Plickers
cards, directing students to examine the card and find A, B, C, D on it. The first question on the Plickers quiz
will be a practice question, to ensure that students know how to answer using the cards correctly.

Spring 2018_SJB
 Student Response and Assessment Tools
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 ​X ​ “Homework” collection ​☐​Other (please explain):

Briefly describe what will happen ​DURING​ ​the SRT activity: ​As questions flash on the screen, students will
answer using their Plickers card. The materials that are needed are the screen in which the questions will be
displayed, Plickers card for all students, and a scanning device for the teacher such as a phone or an iPad
equipped with the free Plickers app.
Type of questions/prompts used in this activity (check all that apply):
X ​Multiple choice ​☐​Multiple select ​X​ 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?

X ​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?
X ​ Yes
☐​ No
Why or why not?
I will display correct answers because this is good feedback for students.
Describe what will happen ​AFTER ​the SRT activity?

How will th​e​ data be used? ​The information gathered from this activity will be taken for a homework grade.
This is because it is a review, and students will be given enough time to work out problems. Homework grades
can be recorded and shared with parents. I think it would be useful to discuss aggregate, anonymous data
with the whole class especially in relation to questions that a lot of students missed.
Describe your personal learning goal for this activity. ​My personal learning goal for this activity is that I am
trying a simulation to see what students to discover. I think that I will learn more about student learning in
seeing how students explore things on their own and make connections. I hope that students will be able to
make connections with the relationship between area and perimeter.

Reflective Practice:​ I think that I would like to also have some questions in my student response that allows
for students to write an extended response, comparing area with perimeter. This would have taken the lesson
a step further.

Spring 2018_SJB