Student Response and Assessment Tools

Lesson Idea Name: Learning about Functions

Content Area: Algebra
Grade Level(s): 9th
Content Standard Addressed: MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the
key characteristics of a function which models the relationship between two quantities. Sketch a graph
showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Technology Standard Addressed: 3. Knowledge Constructor - Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://b.socrative.com/teacher/#import-quiz/40949183

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):

The use of Socrative and Geogebra in this lesson will help satisfy the principle of multiple means of
engagement by ensuring that the students have an extra way of participating in the lesson. The quiz itself
even has a variety of types of questions, so each student should feel comfortable with at least one of the
forms used. The principle of multiple means of representation will be satisfied as students will learn a little bit
through a simple lecture, a little bit through the exploration activity in Geogebra, and a little bit through the
class discussion at the end of the lesson. Finally, the principle of multiple means of action and expression will
be satisfied as the students can demonstrate their knowledge through the completion of their exploration
activity, their answers on the Socrative quiz, and in a class-wide discussion. With all of these opportunities to
demonstrate knowledge, the students will have plenty of ways to show the teacher what they’ve learned.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The SRT activity will be at the beginning of the class period to check the level of the knowledge of the
students after a flipped classroom assignment. Before coming to class, the students should have read the
introduction chapter to graphing functions and watched a couple videos assigned by the teacher. So, the
teacher will begin the class by telling the students they will be taking a short un-graded quiz to check their
knowledge on the material before they start the exploration activity in Geogebra for the day.

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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:

The students will use mobile devices to take the Socrative quiz. It will be teacher paced and the teacher will
move onto the next question after every student has answered the current one. The teacher will need a
computer hooked up to a projector for the kids to see the screen and Wi-Fi in the classroom. The activity
should last about ten minutes.

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):
Sample provided
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 questions are pretty simple and the answers would provide basic information that students may need to
perform the exploration activity.
Describe what will happen AFTER the SRT activity?
After the SRT activity, students will use Geogebra in groups to graph multiple functions and draw conclusions
about different key features of linear and quadratic graphs. After completing this partnered activity, the
students will participate in a class-wide discussion to address what they learned in the activity and how their
knowledge improved from the beginning of class when they took the Socrative quiz.
How will the data be used?
The data from the quiz will be solely for the teacher’s use. They will be able to use the immediate feedback to
know what common mistakes the students are making and can be sure to address those mistakes in the
discussion at the end of class. The results of the exploration activity and the discussion will help the teacher
monitor progress of the students throughout the lesson.
Describe your personal learning goal for this activity.
I have not given this type of formative assessment before and used immediate feedback to foster a
discussion. I hope to learn more about the best way to lead students to guiding their own creation of
knowledge through a group activity and class discussion. Ideally, the students would be comfortable with the
material after learning it themselves and from each other. If that doesn’t happen, I would hopefully learn a
better way to facilitate this kind of lesson.
Reflective Practice:
After students complete this lesson, I would send them home with a short assignment similar to the activity
they did in their groups during class. Hopefully after the activity and discussion, students would be

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comfortable doing this activity on their own. The next class, I would collect their homework and quickly
administer another quiz testing the same material but with slightly different questions in order to test that
students had learned from the previous lesson.

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