Student Response and Assessment Tools

Lesson Idea Name: Slope of the line.

Content Area: Mathematics.
Grade Level(s): 8 Grade.

Content Standard Addressed: MGSE8.EE.5 Graph proportional relationships, interpreting the unit rate
as the slope of the graph. Compare two different proportional relationships represented in different
ways. MGSE8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line
through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Define,
evaluate, and compare functions. MGSE8.F.3 Interpret the equation y = mx + b as defining a linear
function, whose graph is a straight line; give examples of functions that are not linear. For example,
the function A = s2 giving the area of a square as a function of its side length is not linear because its
graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Technology Standard Addressed: Empowered learner.

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
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
Blooms Taxonomy Level(s): Loti Level 4
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Using Secrative to check for the student understanding of the unit of Slope in its different format.
Checking that students understand the unit before moving to the next unit. Checking that student
understand the terminology and the equations needed in the slope intercept unit. This test is a review
for the unit to see what did the student gain from the unit.

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:

Student need I Response device ready to use. I will explain the instruction for all the students about
the assessment. The assessment duration will be fifteen minutes. Based on the students response we
can spend some time on the concept I find them struggling with, to clear any confusion. In the

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 Student Response and Assessment Tools
assessment student will be answering multiple choice questions and some true and false questions, to
see if the students have the basic understanding of the unit. Students must submit also a paper to
explain how did they reach their answers.

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

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?
Explained some of the confusion that some students have about some concept in this unit. It is very
important that all student have clear understanding of this unit.
Describe what will happen AFTER the SRT activity?
We will be going over the answer and I will explain why the right answer is correct. I will be asking the student
to explain the reason for their answer. Students need to be able to justify their answers. This is the time for the
students to ask any question as well to clear any confusion. Explaining to the student that in the following week
we are going to have a summative assessment of the unit we are reviewing today.
How will the data be used?
The level of the understanding of the concept and the unit. I will be sharing the students to prepare
them for the summative assessment in the following week. I will be going over the assessment with
the entire class to prepare them for the summative assessment and to clear any confusion about the
unit. This assessment will help me to offering different type of instruction for some of the students
who needs more instruction during the summative assessment.
Describe your personal learning goal for this activity.
My goal is to see that the students have deep understanding of linear function and how to find the
slope of the line using different methods. I am hoping that the students can find the slope of the line
using different method like the slope of the line formula or using the graph to reach the same
conclusion.

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