Student Response and Assessment Tools

Lesson Idea Name: Rounding Check-In

Content Area/Grade Level(s): Math / 3rd Grade
Content Standard Addressed MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or
100.

Technology Standards Addressed

Student - 1.1 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.
Educator - 2.7 Analyst: Educators understand and use data to drive their instruction and support students in achieving
their learning goals.
Selected Technology Tool:
☐ Socrative X Quizizz ☐ Plickers ☐ Kahoot! ☐ Office365 Forms ☐ Flipgrid ☐ Blooket
☐ Other: Get permission please
URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts:

X Computer ☐ Phone X Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session: Will the teacher guide the class through the assessment or will students take it on their own
individually
X Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering X Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

X 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.
☐ 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.
Prior to the SRT activity, the students will be introduced to the topic of rounding.
They will briefly review the rules of rounding - then this SRT will be used as a check-in to see where student knowledge
stands on the rules of rounding to the ten and hundred place.
Describe the purpose of the SRT activity (check all that apply):
X Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ Formative assessment of content
knowledge (for purpose of differentiation and mastery for ALL students) ☐ Summative assessment of content
knowledge ☐ Test preparation

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 Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

The students will work on the quiz assessment. It is set up to run as a “live quiz”. This will allow the students to progress
at their own pace once the teacher has instructed them to start.
As they work on the quiz, the teacher will be able to see the results coming in real-time as the students complete the
questions.
The students will need an electronic device to complete the assessment - this could be done on tablets or computers,
depending on what is available for the students to use.
The activity will take around 10 to 15 minutes for students to complete. There are 14 questions total with a time limit set
at 45 seconds for each question that is multiple choice or fill in the blank responses. There are two open-ended
responses with the time set at a limit of 2 minutes per question.
Type of questions/prompts used in this activity (check all that apply):
X Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No
X Short open-ended response or fill-in the blank ☐ Longer open-ended response

List two questions about your topic that requires an open-ended response. These questions should prompt critical
thinking skills and offer a variety of responses that may be acceptable.
Please explain what you have previously learned about rounding numbers.
Why do you think it may be important to know how to round numbers?
Immediate corrective feedback: Will you pre-select correct answers to some or all the questions and display correct
responses to the class after the SRT activity?
X Yes
☐ No
Why or why not?
After completing the assessment on Quizizz, the students are able to look back over their responses and see what they
answered correct or incorrect. They are also able to see the correct answers to the questions they got wrong. While the
students are all working to complete the quiz, students already done are given the option to review their answers in the
form of flashcards while they wait for their classmates to all finish.
Describe what will happen AFTER the SRT activity?
As the students work through the activity, the teacher will review the questions that they see the most students got
incorrect.
The student responses will determine the amount of questions that will be reviewed as a class after the SRT activity is
complete.
Students will also be able to review their questions as flashcards as they wait for their classmates to finish.
How will the data be used? The data collected as a result of this activity will include the overall level of class accuracy,
the overall toughest question for the class, the question that took on average the longest for students to answer, and an
overview of each students’ individual responses. There is also a way to view each question at a time and see the average
time spent on that question and how many students in the class got the question correct or incorrect.
The data gathered from this activity will be used by the teacher to assess student knowledge on rounding numbers to
both the ten and hundred places. With this information, the teacher will be able to know what future instruction on
rounding needs to focus on.
This data will help teachers to be able to identify which students may need more assistance in learning about rounding,
and which students may be able to work on extending their knowledge on rounding to other topics.
As this assessment is being used more as a tool to assess the basic knowledge the students have on rounding, it will not
be yet shared with students or parents. It is more for the teacher to use to adjust their future instruction accordingly to
meet the learning needs of their students.

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 Student Response and Assessment Tools
The data can be used to know which types of questions may need to be reviewed with students. The responses from the
open-ended questions can also be shared to the class and used as a way to spark discussion about rounding and how it
can be applied to real life.
Describe your personal learning goal for this activity.
My personal learning goal for this activity would be to see how a data collection service could be used to help focus
instruction where it is the most needed in a subject area. By also asking the open-ended questions, it can gather student
responses on what previous knowledge they may have on the subject and how they are able to apply this knowledge.
My hope would be that with this knowledge, I can ensure that my students are focusing on and receiving instruction in
the areas that will most benefit them.
Reflective Practice:
I feel that this activity could impact student learning by allowing data to be collected on how much the students already
know about this subject area. Based on the answers received, the teacher can modify their instruction to make sure they
cover the areas that the students need to focus on and learn more about in future lessons.
Based on the results of this pre-assessment, the lesson will be extended to focus on what the class as a whole, but also
individual students need to focus on the most. Having students work in small groups based on their level of
understanding of this topic is one way to use the quiz results to help students work specifically in the areas that will
benefit them the most.

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