Student

Response and Assessment Tools

Lesson Idea Name: Which Slope Should We Choose?
Content Area: Algebra, Mathematics
Grade Level(s): 8
Content Standard Addressed: 8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships represented in different ways.

Technology Standard Addressed: 1c: Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): socrative.com

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 Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): Students will be able to complete the SRT activity at their own paces,
within 15-20 minutes. By giving each student a tablet, they can work at their own paces and refrain from
distraction as I walk around monitoring. This activity provides an opportunity for all students to participate
anonymously and answer to their own abilities without being graded on correctness. Rather, this is an
opportunity for students to demonstrate their thinking as well as any prior knowledge.

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 come into class and complete their bellwork that includes questions
pertaining to linear equations and the basics of slope we discussed the prior day. Then, I will introduce the
activity and give the students time to answer the questions in Socrative on tablets at their own paces.
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 this activity, students will be using their
tablets to answer these questions to the best of their abilities. The students will be told that this will be taken
as a participation grade. I will be walking around the room as students are answering questions. I will not
provide any answers, but I may ask thought-provoking questions as I walk around. Each student will have a
tablet, and I will give them a total of about 15 minutes to complete this activity.

Spring 2018_SJB
 Student Response and Assessment Tools

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? I will not display any correct answers because I want to use this informal assessment to
prompt discussion in the class.

Describe what will happen AFTER the SRT activity?
After the SRT activity, I will monitor a student-led discussion about each question. I will look at questions
specifically that students struggled with or had conflicting answers and allow students to discuss and explain
their thinking. This will then lead to some questions we will discuss as a whole and explore together in regards
to slope.

After using these results to guide our discussion in class, students will be assigned the task to think of an
experience they have had in their individual lives in which slope can be applied (ex: biking, skiing, sliding…).
This is an opportunity for students to share their experiences and connect the material to real life. Then, the
students will be directed to draw a visual of this situation on a graph and determine the slope through the
proportions we discuss in class.
How will the data be used? The data in this quiz will be used to inform me as to where my students are
individually in their prior knowledge and how they are thinking about slope. It will also immediately inform
our discussion around these questions and lend itself to an exploration of slope. The activity will be used for
a participation grade only and students will be anonymous so they can answer freely.

After class, I will also use this data to locate where specific student’s understanding is around slope and
consider whether I need to provide extra support or resources to particular students.

Describe your personal learning goal for this activity. Through this activity, I am hoping to use the results to
create an engaging, higher level thinking discussion with students. I hope to learn whether or not this quick-
turn-around approach is beneficial in allowing the students to communicate with one another. Oftentimes
students learn best from their peers, and I hope for this to occur. Similarly, I wasn’t to hear how students are
thinking but also have a record of it.
Reflective Practice: This activity could impact student learning in that it gives each student a voice. Each
student will have time to process and think about their answers prior to discussion, and all will be able to
engage because the correct answers are not shown, and some questions do not have correct answers. Rather,
several of these are designed to provoke student thought. To further extend this lesson, one could have
students create their own quizzes with questions they still have at the end of the discussion. This could then
lend itself to another lesson one day in which we discuss these questions together.

Spring 2018_SJB