Student Response and Assessment Tools

Lesson Idea Name: Exponents and Equations (with one variable) Review
Content Area: Mathematics
Grade Level(s): 8th Grade
Content Standard Addressed:

MGSE8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical
expressions.
MGSE8.EE.3: Use numbers expressed in scientific notation to estimate very large or very small quantities
MGSE8.EE.7: Solve linear equations in one variable.

Technology Standard Addressed: Empowered Learner

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:

☐ 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):

With the use of Plickers, multiple types of learners will maintain engagement in the classroom activity.
Plickers is a great tool especially for students with attention disorders. Students with visual disabilities may
need additional support to see/hear the questions during this activity, however students with visual
disabilities will be able to respond with the Plicker cards the same as the other students.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

The SRT activity will serve as an end of the unit review for students covering topics relating to exponents,
scientific notation, and solving linear equations with one variable. The students should have a good
understanding of the topics in the SRT activity and if needed the class will participate in a deeper review of
certain topics/problems.

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

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☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

During the SRT activity, the class will use Plickers to review the new concepts covered in the unit. With
Plickers, the teacher will be able to evaluate whether or not the majority of the students grasped certain
concepts and problems. If needed, the teacher will pause the Plickers activity and review needed problems
and concepts with the students. When appropriate, the teacher will let students self-instruct and help each
other with difficult problems. Some of the questions in the Plickers activity will require students to use their
mathematical reasoning skills to translate word problems into mathematical concepts.

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?
All of the correct answers will be pre-selected and the correct answer will be displayed after students respond
to the question. Because this SRT activity is designed for a test review, students will benefit from knowing the
correct answers to the questions immediately after their response in order for the class/teacher to provide
the appropriate help and/or feedback to the students’ responses.

Describe what will happen AFTER the SRT activity?

After the SRT activity, the teacher will use the data gathered from the students’ responses to determine if any
additional review or reinforcement is needed for certain problems/topics. Then, the students will be given an
assessment to conclude the learning segment of the topics reviewed in the SRT activity.

How will the data be used?

The data from this SRT activity will be evaluated by the teacher to see what topics need to be reinforced
before the end of unit test. The students’ responses will not be used for a grade of any sort, just as a
reviewing tool. Depending on the students’ responses, the teacher will provide help and feedback to help
students understand the correct methods and solutions to the problems.

Describe your personal learning goal for this activity

Half of the questions presented in the Plicker cards require strict memorization and computation of the topics
and half require application and mathematical reasoning. I am interested to see if the students can translate

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word problems into mathematical expressions. Also, as I have never used Plicker cards before in a classroom,
I hope the students will stay engaged throughout the entire review lesson activity.

Reflective Practice:

In an effort to reach higher Bloom’s level, I incorporated more analytical and mathematical reasoning into the
Plickers questions. I hope students will be able to gain problem solving skills and will be able to see how real-
world applications can be translated into mathematical expressions. By attempting problems that are higher
on Bloom’s taxonomy, students will be able to attain a deeper knowledge of the topics being reviewed.

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