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Student Response and Assessment Tools

Lesson Idea Name: 3-D Shapes

Content Area: Geometry
Grade Level(s): Sophomore
Content Standard Addressed:

MGSE9-12.G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and

identify three-dimensional objects generated by rotations of two-dimensional objects.

MGSE9-12.G.MG.2 Apply concepts of density based on area and volume in modeling situations

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe objects

(e.g., modeling a tree trunk or a human torso as a cylinder).

Technology Standard Addressed:

1a. Apply existing knowledge to generate new ideas, products, or processes

2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

Selected Technology Tool:

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

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 activity aligns with the framework of the UDL principles. For
representation, the “what” of learning activity: Activate prior knowledge (e.g. using routines), using
advanced organizers (e.g. KWL methods, concept maps), and re-teaching critical models, concrete
objects. For action & expression, the “how” of learning: Use prompts that embed “stop and think’ before
acting, coaches or mentors that model think-aloud of the process, and prompts for categorizing and
systematizing. For engagement, the “why” of learning: Provide tasks that allow for active participation,

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Student Response and Assessment Tools
exploration, and experimentation

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This activity will occur early in the Unit. To start with shapes we first need to learn the names of all the shapes
and the vocabulary and formulas that go along with them. So the teacher will start with a mini lesson on
shapes, definitions, and formulas. Then we will Segway into this fun learning/ collaborative activity with the

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 the activity, the students will be on their tablet, iphone, or computer and answering the questions
individually. After every student has answered the question, the teacher will show what percent got the
question right and what percent got the question wrong and, as a class, we will discuss why. That way the
students are learning with immediate feedback after having already thought about the problem, which will
help the students retain the information better.

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
Why or why not?
This is a good formative assessment tool. Therefore, it is used to see what the students do and do not
understand. What they don’t understand should be addressed while it is fresh in their brain. Especially if the
majority of the class were missing the same problems. It’s a good way to see what you, as an educator, need
to review more in depth.
Describe what will happen AFTER the SRT activity?
After the SRT activity, the teacher will assess what questions the students did well on and what they did not.
Then address those questions as a whole class and go over them to make sure the students understand. It is a
good way to attack those problem areas in the content that students are struggling with.
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Student Response and Assessment Tools

How will the data be used?

It will be used as a formative assessment tool and a learning tool. It will be used through the use of
technology and it will be used by the students and by the teacher. At the end, the quiz will show the teacher
the grade of each student. That way it is a good reference point for differentiation activities that could be
used in this Unit as well.
Describe your personal learning goal for this activity.
The learning goal for this activity is to get the students to know the names of all the shapes. Know the
definitions of prism and pyramid. Know the definition of area, surface area, and volume.

Reflective Practice: I think this can impact students learning in a positive way because it is engaging for the
students as well as helpful for them and the teacher. In this Unit, you shouldn’t spend too much time on
definitions so you can move into computation and word problems. This is a good activity to hit all points of
confusion that the students may have head-on with the entire class quickly and effectively.

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