Student Response and Assessment Tools

Lesson Idea Name: Linear & Exponential Functions

Content Area: Functions
Grade Level(s): 9th Grade
Content Standard Addressed: MGSE9-12.F.LE.2

Technology Standard Addressed: 1.1 Empowered Learner and 1.2 Digital Citizen

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Quizizz
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 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.
Before we do the SRT activity, the students will be learning and making multiple linear and exponential
equations. The students will learn how to use Geogebra and they will be analyzing different graphs and
explaining what is happening to each function. I will provide the students with a list of equations and tables
and see what explanations they come up with for each.

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):

LRitzert, 2022
 Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
The students will take an 8-question quiz over the content they discuss prior to the SRT. This quiz will only be
seven minutes long. As the students are taking the quiz, I can see how everyone does on Quizizz, and I see
which was the toughest question. After everyone has taken the mini quiz, we will go through the questions
that some students made a mistake on and go over it and have a student explain how they did it.
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):
https://quizizz.com/admin/quiz/62b4dd28738401001da15b39?source=quiz_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 provide feedback immediately after the quiz is over because it will help the students know what they did
wrong, and we could see how they were thinking of the problem.

Describe what will happen AFTER the SRT activity?

Once the activity (quiz) is over, we will discuss the quiz and go over the questions they found to be the
toughest. The students will do the explanations. I would get them to come to the board and talk through the
steps on how they completed the problem.

How will the data be used?

The data I collect off this quiz will show which representations students understood more than others when
interpreting graphs and being able to represent linear and exponential functions. This information states
which question that was most frequently missed, and those will be talked through as a class. This assignment
won’t be an accuracy grade but whether they participated in completing the assignment and the discussion
afterwards. The students will have the answers to the quiz after they finish so that they can see how they did
and which ones they might have been incorrect.
Describe your personal learning goal for this activity.
I want to see if the students like taking a mini assessment after the lesson to see if they are understanding the
material. With these, short assessments, I want to learn which content we will go over more about the next
day or if we can move on to the next task.
Reflective Practice:
I believe this lesson will help the students and myself see where the students are on the material and which
part they need to go back over. To go further into this activity, I could have the students provide their scratch
work. On Quizizz, there is an option to have the students send in how they completed the problem. I think
this will help because this gets students to write or draw what they need instead of it being multiple choice,
and they look for the write answer.

LRitzert, 2022
 Student Response and Assessment Tools

LRitzert, 2022