Student Response and Assessment Tools

Lesson Idea Name: Math Fact Families

Content Area: Math
Grade Level(s): 2nd
Content Standard Addressed: MGSE2.OA.2 Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

GeorgiaStandards.Org (Official Site) - Georgia Standards of Excellence (GSE). (n.d.). Retrieved June 29, 2019,
from https://www.georgiastandards.org/

Technology Standard Addressed: 2. Design and Develop Digital Age Learning Experiences and Assessments.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts: (They will use the Plickers cards, which
is used in conjunction with technology with the teacher using a tablet, so I wasn’t sure which to click on as
the Plicker Cards are not any of these options.)
☐ 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): I will first show the humorous Odd Squad video, How to Feed the
Hamster. The video is a total of 1:40 seconds. I will pause the video at 1:00 when the task, (3+____=10) is on
the screen. In order to give the children voice and choice, I will ask them to turn to their neighbor about how
they think they can solve the task. Keeping UDL in mind, I will have math manipulatives, paper and pencil
handy for those who want to work the problem manually/visually. I will then finish showing the last 40
seconds of the video. Afterwards, I plan to ask the students to turn and talk to their neighbor again to discuss
if they came up with the right equation. The next thing I intend to do is complete a quick check of the
students understanding of the concept using previously created questions on the online resource, Plickers .
The students will see a math task show up on the IWB, similar to the one in the video and as quickly as
possible, begin to hold up their Plicker answer card to reveal what they feel is the correct answer. After seeing
where everyone is at on their knowledge of this task, I will separate students into one of three groups that
will work in stations. Station one will be my group where I will provide direct instruction. Those students who
have not mastered the concept will be in my group. Station two will be a buddy practice station. They will
have direct access to a choice of manipulatives or paper and pencil to draw/write. The students will be asked
to work together to create related facts and fact families using the tools provided. They will take turns as one
buddy creates a math fact using manipulatives while another buddy comes up with a related equation. This
will rotate until all the students in the group get the opportunity to complete each part of the task. Station
three will be independent practice on IXL (A web-based program that provides games, resources for
additional practice.) After all the stations are complete, I will wrap up the lesson by asking students to explain
why knowing about fact families will help solve subtraction problems. Once again, with keeping UDL in mind, I
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will have options for students to present their knowledge. They can go to one of the eleven
computers/tablets (We have five computers but six tablets in the classroom) and use Google Drawings to
create a Google Drawing to explain why a fact family can help solve a subtraction problem.

https://docs.google.com/drawings/d/1YlQAU57JKsUeJt8pR_X7EUc5DHWGeVPouAslT36zPSg/edit
(The link to Google Drawing to provide an example)
Notice, each of the options will be answering the same question but with different resources. The technology
tool I selected will support all students as they will have a card they simply hold up in the air. I have the large
print cards for visually impaired students which supports the Universal Design for Learning Guildlines,
Principle I, Options for Perception, which is the “What” of learning. Principle II will be me providing the
students with manipulatives, paper and pencil as resources. This will help enhance the students learning as
needed, which is the “How” of learning by providing options for expressive skills and fluency. Principle III is
when I use the Plickers resource and allow the students to have active participation in the task. Principle III
states it is when we are providing multiple means of engagement, which is the “Why” of learning.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. The main thing we will be doing prior to the SRT activity is viewing the Odd Squad Video on
How to Feed a Hamster. The students will then turn and talk to one another about how they think they will
solve the task. I will then finish the video right before we go into the Plickers Activity.

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: Students will read the questions as I put it on
the screen via my tablet. They will quickly answer by holding up their card in whatever direction that shows
their answer choice. After everyone has held up their cards, I will display all the answers on the whiteboard.
All the students will be able to see the percent of students that got the correct answer. I will then move to the
next screen which will show who put what answer in for the questions. They will have sign in names that are
not their real names so their identity will remain anonymous. This way they will not feel embarrassed if they
did not get the correct answer. This activity will last approximately 50 minutes. The materials needed are the
tablets/computers, pencil, paper, math manipulatives, Odd Squad video, Plicker Cards, and the IXL Program.

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):
1) 5+__=6
2) 2+__=7
3) _____+4=6
4) _____+1=8
5) 3+____=6
6) 4+____=9
7) 6+____=10
8) 1+____=5

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(Dr. Booker, I can not seem to get the Plickers site to work for me. Do I need it on my phone in order to do
this? I have an android phone but a MacBook Air computer. Will that be an issue? I am having trouble. I tried
to load it on my MacBook Air but it says I do not have any devices. Then I went to my app store on my android
phone and loaded it with success. However, when I opened the app, it just says “Classes”- Demo Class. Says I
need to add sets and questions from my library. What???? Help???) So, I just added the questions above.)

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? I will have the correct answers pre-selected ahead of time for this SRT activity. I also plan
to go over the answers with the class after the activity so they know why they might have gotten the question
wrong.

Describe what will happen AFTER the SRT activity? After the SRT activity, we will go over the lesson as a
class whole, giving an opportunity for unanswered questions. I will continue with the lesson plan as stated in
the UDL Section of this lesson plan. (Please see above.)

How will the data be used? I plan to use the data to assess the students’ prior knowledge, create an interest
in this new unit as well as provide a formative assessment of content knowledge so I can know how to
provide differentiation and mastery for all my students. All the students will see how many people got each
answer correct but they will not know who the students are that made those grades. I can keep this
information to share with parents in the future. When I use this resource activity again next week, I will be
able to gauge the progress and what students still need help with. I will not be discussing individual scores
with the whole class, but they will be able to see for example, 25% of the class chose the correct answer,
which was A, 50% chose B, etc. With the students who missed the questions, I plan to use the data to help
plan for the next lesson. Depending on the outcome, I plan to divide the class into three different stations.
One station will be individual instruction, the next a buddy station where they will work together, and the
third station will be IXL for additional practice for those who mastered the task. This is one way to provide
UDL and differentiation to students who need that type of learning.
Describe your personal learning goal for this activity. Students will be able to add and subtract within 20,
using the relationship between addition and subtraction. In the past, I have used boring worksheets and
problems written on the board to help show this task. However, I feel the use of technology will encourage
students to jump in and give this task another try. I have not tried using this technology before so it is my
anticipation that they students will enjoy it and be able to learn from it as well.

I will also be showing a new video that is quite humorous. I am certain the students will greatly enjoy this
video and will remember it for a long time.

How to Feed the Hamster: Odd Squad. (2017, November 14). Retrieved July 2, 2019, from
https://gpb.pbslearningmedia.org/resource/0b75b18b-1733-4e03-8a97-2d5c9c6c2ee9/how-to-feed-the-
hamster-odd-squad/

Reflective Practice: After designing this lesson idea I do feel the activities I have included will impact the
students learning as they are engaging, fun, and interactive. They will have voice and choice as they talk to
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their neighbor about the tasks. I believe students learn from one another and having them in stations,
working together will help to provide that interaction needed. It will also help when they are provided the
opportunity to turn and talk to their neighbor about the specific task on the introduction video. Since this is
an introductory lesson that will lead into a unit study, I plan to extend this lesson by having the students
create anchor charts displaying some more examples of these types of tasks to include addition and
subtraction. An online study tool that would be beneficial would be Quizzlet. I could create flash cards on that
site that the students could practice during math stations.

Resources:

Fact Families – (2019, February 26). Retrieved July 6, 2019, from

https://www.commonsense.org/education/lesson-plans/fact-families

GeorgiaStandards.Org (Official Site) - Georgia Standards of Excellence (GSE). (n.d.). Retrieved June
29, 2019, from https://www.georgiastandards.org/

Google Drawings - create diagrams and charts, for free. (2019, July 6). Retrieved July 6, 2019, from
https://docs.google.com/drawings/d/1YlQAU57JKsUeJt8pR_X7EUc5DHWGeVPouAslT36zPSg/edit

How to Feed the Hamster: Odd Squad. (2017, November 14). Retrieved July 2, 2019, from
https://gpb.pbslearningmedia.org/resource/0b75b18b-1733-4e03-8a97-2d5c9c6c2ee9/how-to-feed-the-
hamster-odd-squad/

ISTE Standards for Educators | ISTE - International Society for Technology in Education. (n.d.).
Retrieved June 30, 2019, from https://www.iste.org/standards/for-educators
Fact Families – (2019, February 26). Retrieved July 6, 2019, from
https://www.commonsense.org/education/lesson-plans/fact-families

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