Student Response and Assessment Tools

Lesson Idea Name: Applying mathematical operations to real life scenarios

Content Area: Math
Grade Level(s): 9th Foundations of Algebra
Content Standard Addressed: MFA.NSQ.4 Students will apply and extend previous understanding of
addition, subtraction, multiplication, and division.

Technology Standard Addressed: 1.3 Knowledge Constructor

Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://www.worksourcegaportal.com/vosnet/Default.aspx
https://www.gafutures.org/hope-state-aid-programs/
https://www.westgatech.edu/program-explorer/
https://www.westgatech.edu/admissions/tuition-and-fees/
https://www.westga.edu/academics/programs.php
https://www.westga.edu/undergraduate-admissions/cost-of-attendance.php
https://www.westga.edu/campus-life/dinewest/meal-plans.php
https://www.westga.edu/campus-life/housing/residence-halls/index.php#d20e63

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.

☐ 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, students will be working in small groups, divided according to the career path they
have previously indicated. Each group will select a career to research online to learn about what kind of
training they will need before getting a job: trade school diploma or certificate, 2-year degree, 4-year degree,

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or a higher degree? Each group will then create a spreadsheet to show the total cost of education for that
career, to include tuition and fees, as well as optional room and board if the program is offered at a school
with those options. Each group will then research what state grant and/or scholarship programs are available
for their chosen path and learn what they must do to qualify for the grant or scholarship money. Helpful
websites are included above. Students will then calculate the total cost of the training for their chosen career
after grant and/or scholarship money is applied, both with and without room and board, if applicable. Each
group will then make a recommendation for how many classes they think a student should take each
semester while in the program to stay eligible for the grant money and be prepared to defend their answer.

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 the SRT activity, I will post multiple-choice questions on the board. Each group will have pre-assigned
numbered Plickers that are labeled A, B, C, and D on each of the four sides to use for responding. As questions
are displayed on the screen, groups will discuss their answers and the team captain will hold up the team’s
Plickers paper with their answer choice facing up. I will scan the room using a phone with the Plickers app
installed to read the responses. The data will be transmitted to the computer to display a summary graph for
the students to see and detailed results for me to see. Some questions are designed to initiate class discussion
and further responses, so we will pause to allow teams to expand on their answers further before going to
another question. A Plickers activity with 5 questions could take 15 minutes of class time or longer to allow
time for teams to explain their thinking. Because this Plickers activity has 10 questions that are designed to
promote thinking and discussion following a group activity, this Plickers activity could take 30-45 minutes for
the questions and discussion.
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? The answers will depend on the students’ research. They will submit their answers and
then be asked to defend or explain their answers.

Describe what will happen AFTER the SRT activity?

After the SRT activity, I will have a class discussion to find out how this activity changed the students’ future
plans as far as school and their careers. Are they more motivated in school now? How does what they learned
in this activity affect the way they think about their career plans? If they could give one piece of advice to

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students who are in middle school now, what would it be and why?

How will the data be used? The data collected from this SRT activity will be presented anonymously to the
whole class to foster class discussion to help students learn and to motivate them The goal is to encourage
students to be diligent in their studies so they can qualify for grants and scholarships when they graduate to
help them get the education and training they need to get on the career path they desire.
Describe your personal learning goal for this activity.
I have not tried Plickers before. My personal learning goal is to use an SRT activity that will allow student
feedback in a way that allows me to display results in an anonymous format to the whole class, but still
provides me with detailed results so that I have a formative assessment to know who needs more help.
Although this use of Plickers was not formative in nature, the experience using it here with each group have a
single Plicker will help me learn the tool so I can effectively use it with the entire class for formative
assessments.
Reflective Practice:
After designing this lesson idea, I feel the activities could impact student learning by encouraging students to
think about the decisions they are making rather than just make a series of calculations and put a number
down as an answer. This lesson does not just require a number answer that has a right or wrong answer, but
rather requires students to consider a situation, make a recommendation based on math and the
consideration of life factors, and then justify their decision. This lesson could be extended by developing the
use of spreadsheets more, teaching students how to use spreadsheets to do calculations with formulas, and
how to use spreadsheets to generate graphs and tables to help them analyze their data. Each group could
then give an oral presentation on their chosen career path, which could help other students in the class learn
about careers they might not have considered.

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