Student Response and Assessment Tools

Lesson Idea Name: Arithmetic with Polynomials Socrative Quiz

Content Area: Algebra I
Grade Level(s): 9
Content Standard Addressed: MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they are closed under these operations.
Technology Standard Addressed: Computational Thinker: students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological methods to develop
and test solutions
Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
URL(s) to support the lesson (if applicable):
https://www.dropbox.com/s/o1918gl7l3mz15q/Polynomials%20Quiz.pdf?dl=0
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):
This lesson is designed to address the participation preferences of all students. While students are
encouraged to participate in class discussion about the problems, they will not be forced to. Students who do
not feel comfortable talking in front of the class can still participate by submitting their answers just like all
the other students. This lesson could also be modified so that students collaborate in small groups, giving
students an opportunity to build relationships with peers.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before this activity, students will have been introduced to basic arithmetic processes when working with
polynomials. This “quiz” will be completed after the introduction either later that class or the next day.
Present this as an opportunity for students to work together as a whole class or groups to find the solutions.
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 student response activity, students will need computers or iPads to provide their answers. The
teacher will control the pace of the assessment, but the students will lead the discussion. The teacher is
encouraged to add input when the discussion needs prompting or to redirect students if they start going in
the wrong direction. The class will progress through the assessment working through the answers together. If
the class encounters a wrong answer, the class is encouraged to work out the solution together, or have
students who got the answer right explain the solution.

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
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?
This lesson is designed to enhance students’ abilities, so immediate feedback is provided. This way, they can
work on understanding the correct process and solution in the event they get a problem wrong.
Describe what will happen AFTER the SRT activity?
At the conclusion of the assessment, the teacher should summarize the results. He/she should cover common
mistakes and how to avoid them. Further practice should also be given either as additional, individual work to
be done in class or for homework.
How will the data be used?
The teacher will use these results as a preliminary assessment on how well their students know the material.
The teacher can assess who knows the material well and who will need extra practice. This information can be
used to differentiate further lessons. For instance, the students who have stronger abilities with this subject
can be given an activity with more challenging problems while students who do not have stronger skills can
work on problems to strengthen them.
Describe your personal learning goal for this activity.
The obvious bit of information to be taken away would be to see how much the students understand
computing arithmetic operations with polynomials. The other hope is to gauge how well students interact
with each other as a whole class or in groups. Hopefully, students will be able to learn from one another and
be willing to help their peers when needed.
Reflective Practice:
Not only do I hope that this assessment can help students better understand the process of arithmetic
operations with polynomials, I hope they focus on their team work skills. The purpose of this assessment is to
get the class to work together to come up with solutions. Since there is no pressure to get a high grade, the
pressure to just get the answer right and move on disappears. With that, students can discuss and help others
for everyone to succeed.

Spring 2018_SJB