Student Response and Assessment Tools

Lesson Idea Name: Odd and Even Numbers

Content Area: Mathematics
Grade Level(s): 2nd Grade
Content Standard Addressed:
MGSE2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.,
by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two
equal addends

Technology Standard Addressed:

7B Educators will use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students, and inform instruction.

1a: Students will articulate and set personal goals, develop strategies to leverage technology to
achieve them, and reflect on the learning process itself to improve learning outcomes.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://kahoot.it/
https://create.kahoot.it/share/odd-or-even/4ba2be65-ec11-4b5c-bc56-c47d266e03a8

Prior to SRT Activity:

https://wakelet.com/wake/0W2gE5Xc2mwxFlnG1sivU
https://www.youtube.com/watch?v=-kHtGbnYKGc
https://edpuzzle.com/media/602accc548e685429315a849
https://www.topmarks.co.uk/learning-to-count/coconut-odd-or-even
https://quizlet.com/29535989/odd-and-even-numbers-flash-cards/
https://www.abcya.com/games/number_ninja_odd_even
https://web.seesaw.me/

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 Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
SBooker, 2020
 Student Response and Assessment Tools
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

On their own time, students will use the link provided and complete the materials on the Wakelet. Students
will start by viewing the two videos provided. After viewing the two videos, students will add to the collection
with one thing they learned. Students can do this in any way that they would like. For example, a student
could add a video recording of what they learned, or they could add a picture. Next, the students can take
part in a fun, interactive game to help practice with even and odd numbers. There is also a Quizlet provided
for the students to practice with flashcards or games. There is also another activity posted in the collection
that students can complete if they have access to dice. This activity allows students to use dice to practice
finding odd and even numbers. They will add what they did to either the Seesaw or into the collection. Also
provided in the collection, there is an image of an odd and even chart from numbers 1 – 30. Students can use
this as a reference or learning tool as needed. Next, there is another game available in the collection that
students can use to practice with even and odd numbers. Finally, students will click into the Seesaw folder
and complete the prompt provided to them. This prompt is as follows: As you walk around your house, the
grocery store, the park, or anywhere you visit, take notice of where you see odd and even numbers. Then, the
question stated is “Where are some places you have noticed odd and even numbers? Provide examples.”
Students can post their response in any way that supports their needs and can upload what they found into
the collection. I will go through and add comments and questions as needed. Before closing out class,
students will participate in a Kahoot! as a summative assessment to see where the students are with the
material and to gather what I need to do for the next class.

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:

To begin the Kahoot! portion of the lesson, I will go over some rules about what is expected of them. I will
explain that the Kahoot is not being taken for a grade, but I want them to try their hardest and answer as best
as they can. Then, I will write the website URL on the board, as well as verbally tell the students what the
website is (Kahoot.it). Then, I will show students on my own device how they will log into Kahoot. I will
explain to the students that they are to enter their first name and last initial as their “nickname” and if they
enter anything else, they will be booted off and asked to sign back in using their name. Once I am done going
over expectations and instructions, the students will be asked to take out their tablets (iPad) or their laptops. I
will start the game and have the students enter the game pin into their device. I will show students where the
game pin is located on the screen as well as verbally tell them what it is. Students will be given 30 seconds to
answer each question as best as they can. At the end of the Kahoot, I offered the students a chance to tell me
how they are feeling about Odd and Even numbers. Altogether, the activity should last maybe 5 – 10 minutes.
After the students have completed each answer, it will display the correct answer and I will discuss briefly
why that was the correct answer.

Type of questions/prompts used in this activity (check all that apply):

SBooker, 2020
 Student Response and Assessment Tools
☒ 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):

https://create.kahoot.it/share/odd-or-even/4ba2be65-ec11-4b5c-bc56-c47d266e03a8

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?
Students will be able to see the correct and incorrect answers after 30 seconds is up.

Describe what will happen AFTER the SRT activity?

After completing the SRT activity, I will take the data that is collected and determine my next steps for the
lesson for the next class. If it looks like most of my students are ready to move on, I will go ahead and move
forward and use small group time to work with other students who need the additional help. If all or most of
my students seem to still be struggling with the content, I will take another day or so to go back through it
and adjust my teaching methods to meet the needs of my students.

How will the data be used?

At the end of the activity, the data that Kahoot! collects shows me which questions a specific student got
correct and incorrect. This will help me prepare instruction that is best suited for the needs of each student.
The information that is collected will not be taken as a grade. The students will not have access to the scores
after the activity is completed. It will be collected for instructional planning. If it is helpful, the data collected
can be given to the parent or guardian to provide more support outside of the classroom. After collecting the
data, I will not discuss it with the class, but I will plan my next lesson based on the needs of where my
students are with the topic. I will use the data collected to help aid me in planning for differentiate instruction
for my students. I will do this by looking at each student individually and where they need help in. This will
help guide how I instruct for a student’s individual learning style.

Describe your personal learning goal for this activity.

My personal learning goal for this activity is to identify where my students are with the material while also
keeping them engaged in the learning process. I want to be able to track what works for my students and
what does not work, so that I can come better prepared for the next lesson. I hope that this activity allows for
students to get a better understanding of where they are in the content themselves and if they feel
comfortable moving on or need additional supports. While being able to collect data and instructional
progress, I hope this activity motivates my students and keeps them interested in learning.

Reflective Practice:

After creating this lesson idea, I am better able to get an understanding on how this activity could impact
SBooker, 2020
 Student Response and Assessment Tools
student learning. Student learning is being impacted through an engaging activity that allows for data
collection to occur. I feel like this activity supports student learning because while I am able to get a better
idea on instructional strategies, the students are able to kind of self-assess as they participate in this engaging
activity. To continue on with this lesson at home, students could log into Seesaw and post a reflection on how
they feel about Odd and Even numbers. This will also help me get an even better understanding on what
needs to be done in relation to this lesson.

SBooker, 2020