Name: Hannah Miller

Grade Level: First

STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Mathematics
Standards Addressed: MGSE1.OA.3 Apply properties of operations as strategies to add
and subtract.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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:
Students will at this point be comfortable with the concepts of commutative properties of addition, as well
as associative properties of addition. For example, students recognize that if 8 + 3 = 11, then 3 + 8 = 11
also. They are also able to recognize and apply that to add 2 + 6 + 4, the second two numbers can be added
to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
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
Additional explanation of purpose (optional):
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:
Each student will have an iPad, and login to Quizlet. This will allow for the teacher to acquire data specific
to each student. The students will then at their own pace go through and answer the 10 multiple choice/
short answer questions given. Following the completion, as a whole group lead activity, each question will
be worked through on the board to allow any confusion to be answered through visually seeing it answered.
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:
6+3+1=?
7+2=?
2+7=?
4+3+5=?

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?
This will allow for the students to identify the correct answer in case any questions were answered
1
incorrectly.
Use of data:
The data collected as a result of each student completing the SRS Quizlet activity will be used to assess