4 SRT Lesson e Webb

STUDENT
RESPONSE AND ASSESSMENT TOOLS
Name: Emily Webb

Grade Level: 3rd
Content Area: Math
Standards Addressed: MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8)
or properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
I will give a 10-15 minute number talk reviewing the standard above. Students will then work in
pairs to complete a related activitystudents will complete 4 math situations to prepare them for the
SRS activity.
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Type of session: Teacher-Paced Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity
Students will work independently on this activity to complete the Socrative quiz. Each student will be
equipped with a laptop or tablet (or they may sit at a computer). Students will login to the room on
Socrative, which I will provide for them. Once all the students are in the room, the timed quiz may begin.
I will also provide students with loose-leaf paper and writing utensils so they may work out the problems on
the quiz if they need extra support. Students will work on their own to answer the questions as quickly as
they can with accuracy.
Once everyone in the class has completed the quiz, I will save the data and we can briefly review the
most difficult or the most missed questions so students can have strategies for solving them in the future.
Students may then repeat the quiz one more time to see if they can improve their speed and/or accuracy.
Each quiz should take about 5-10 minutes. The time for whole-group discussion in between quizzes will
last about 5 minutes for brief remediation. When the second quiz is over, I will lead a short 5-minute review
on the most challenging equations presented. I will save the data from the last quiz to be analyzed later.
Students will then have the opportunity to break back into their partner groups and complete the days math
1
STUDENT RESPONSE AND ASSESSMENT TOOLS
activity.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (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
Provide samples of questions/prompts to be given to students:
1. 5 x 2 =
2. 20 x 2 =
3. 10 divided by 2 =
4. 4 x 6 =
7. 3 x 3 = 9
8. 6 x 7 =
10. 8 x 3 =
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No
Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not?
After the student response activity is complete, it will benefit students to have the opportunity to review
missed answers and understand their breakdown of understanding and how to correctly solve the problem.
Use of data: I will collect the data after this activity as a formative assessment to see which students have a
strong understanding of the math concepts presented and which students might need more support. The
scores will not be taken as formal grades. I can save the results as a part of a portfolio for each student to be
presented at parent-teacher conferencing; however, this will not be a major component of their formal math
assessments. If there are concepts that many students still need to work on, I will briefly discuss that with
the class (keeping all score data anonymous) so I can create more tailored learning activities to benefit the
whole group.
Describe what will occur after the SRS activity: After the SRS activity is over, students will return to
their partners to write one math situation using an equation like the ones in the standard. Students will
include a math situation in words, pictures/models illustrating how to solve it, relevant number sentences,
and a completed answer sentence.
Describe your personal learning goal for this activity. I want students to learn how to compete in a
constructive wayhow to come in first with grace and come in last without having a poor attitude. I want
students to understand that sometime their individual efforts can help or hurt the team to which they belong
(as Socrative assigns teams for their assessments/games). I also want students to be able to increase their
speed and accuracy as they work through well-known multiplication and division problems to create a
strong base of math facts understanding.

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STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Emily Webb

Type of session: Teacher-Paced Student-Paced

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