Student

Response and Assessment Tools

Lesson Idea Name: Hungry Alligator
Content Area: Math
Grade Level(s): 1st Grade
Content Standard Addressed:
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.

Technology Standard Addressed:

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

☐ Other:
URL(s) to support the lesson (if applicable):
https://jr.brainpop.com/math/numbersense/comparingnumbers/
https://b.socrative.com/teacher/ - import-quiz/40971511

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):
• Can be accessed on any type of device
• Activity can be printed so students can take it home and practice
• Allows every student to showcase their knowledge
• This tool offers immediate feedback for students
• This activity aligns directly with the standard
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, the class will watch a “comparing numbers” video from BrainPOP. After the
video, the class will go through important vocabulary (greater than, less than, equal to). The teacher
will introduce the alligator “saying” to help students remember which way the symbols go. (So, the
alligator mouth will open to the bigger number, because the alligator is really hungry.) The class will
go through some examples together. The teacher will ask the students to call out two, two digit
numbers and then they will figure out which way the mouth needs to open by looking at the tens
place first. If that number is the same, they will need to refer to the ones place. This requires prior
knowledge of where the ones and tens place falls.
• The teacher will reserve a time in the computer lab for the class to go and take the quiz. Before going
to the computer lab, the teacher will pull up Socrative and show the class what to do.
Describe the purpose of the SRT activity (check all that apply):

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 Student Response and Assessment Tools
☒ 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 all have a computer in the computer lab. They will need to log in and go on to the
internet. The teacher will write on the white board, the name of the website along with the class code
to get into the quiz. The students will be directed to type their name and then the quiz will come up.
The quiz shouldn’t take longer than 15 minutes. The teacher should inform the students that this is
not for a grade, but that they should try their best.

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):

https://b.socrative.com/teacher/ - import-quiz/40971511

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 is practice to see where the students are and who needs more practice. After each question, there will be
an explanation if they got it wrong.
Plus, each question is true/ false. So the student will know if they put true and its wrong then the correct
answer would be false.
Describe what will happen AFTER the SRT activity?
• After the SRT activity, the teacher will give the students the option to play the “Space Race” provided
on Socrative. It’s the same questions as the quiz, and it would be for pure fun and extra practice.
• Afterwards, the teacher will go over the data to see if s/he needs to reteach any area of the lesson.
S/he will be able to tell which students really caught on and which students struggled.

How will the data be used?
• The data gathered from this activity will be used to help the teacher determine who needs extra help.
This activity will not be graded, instead it will be used to determine if students are behind, on target,
or ahead. For instance, the students should have prior knowledge of the ones and tens place, if they
are struggling, the teacher may need to start from the very beginning.

Describe your personal learning goal for this activity.

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 Student Response and Assessment Tools
I hope that by using student response tools, the students don’t feel as pressured when being “quizzed” I tried
to keep the students engaged, by allowing them to play the “Space Race” for extra practice. I also hope that
by using this to gather data, that I will have that extra time to teach, instead of grade papers.

Reflective Practice: I feel that this could impact student learning by allowing all students a chance to show
what they know. Some students that are shy don’t ever participate in class discussion so being on the
computer and no one can see their answers, they feel more confident. To extend this lesson, the teacher
could ask the students “What do you think will happen if you have two, three- digit numbers to compare?”
The students would have to get into looking at the hundreds column and then working their way down. The
teacher could create practice problems with three digit numbers for those students who are not struggling.

Spring 2018_SJB