Student

Response and Assessment Tools

Lesson Idea Name: Zeros of a Function
Content Area: Math
Grade Level(s): 9
Content Standard Addressed:
MGSE9-12.A.SSE.3a Factor any quadratic expression to reveal the zeros of the function defined by the
expression.

Technology Standard Addressed:
Technology Operations and Concepts

Selected Technology Tool:
Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms

Other:
URL(s) to support the lesson (if applicable): n/a

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):

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.
I will teach factoring quadratic expressions by using the manipulative algebra tiles. This is a concrete way for
students to see how math can be concrete. I will then explain finding the zeros of the function and what that
means. That is, where the function crosses the x-axis. At the end of the two-day lesson, I will give a formative
assessment using SRT to see the students progress and analyze their understanding.

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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)
The students will be asked to pull out the pre-laminated plicker cards the teacher made. These cards are all
unique and promote accountability when answering the questions. The teacher will choose the question and
either display it for the whole class on the projector or allow each student to see it on their own device. The
students will then hold up their answer choice (on the card) and allow for the teacher to scan the room using
the Plickers app on an iPad or phone. After all students have responded, the teacher will see the results and

Summer 2017_SJB
 Student Response and Assessment Tools
identify misconceptions if needed. The teacher can then show the correct answer and choose the next
question. This nine question assessment will take around 10-15 minutes to complete.

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

Summer 2017_SJB
 Student Response and Assessment Tools
Why or why not?
I think that showing students correct answer and discussing incorrect answers or misconceptions allows for
the students to evaluate their own work. Likewise, the concept is fresh in their mind and it can affect the rest
of the questions.
Describe what will happen AFTER the SRT activity?
If the majority of the students get the correct answers and all misconceptions are addressed, I will move on to
the next concept. However, if the students still do not understand or have more questions an extra day spent
on the topic will be added.
How will the data be used? What data will be collected as a result of this activity? How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade? Will the
individual collected be shared with students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data to
differentiate instruction for students, if so describe how.)
The data collected will be used merely for the teacher to assess how well the students understand the
concept after it being toughed. Although I will discuss the anonymous data with the whole class to help them
learn, no formal data or grades will be taken.
This data could help me differentiate instruction if needed later on. That is, the students who may have
struggled can be given extra instruction and practice while the students who did not can be given application
problems or problems that might challenge them.

Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn?)
I have never tried using a student response tool as I have not yet taught. I hope to incorporate these tools in
my classroom to assess students and also receive their opinions.

(Optional) Other comments about your SRT activity:
n/a

Summer 2017_SJB