Student Response and Assessment Tools

Lesson Idea Name: Interpreting linear functions

Content Area: Mathematics
Grade Level(s): 8th-9th grade Foundations of Algebra
Content Standard Addressed: MFAQR2. Students will compare and graph functions. a. Calculate rates of
change of functions, comparing when rates increase, decrease, or stay constant. For example, given a linear
function represented by a table of values and a linear function represented by an algebraic expression,
determine which function has the greater rate of change. (MGSE6.RP.2;MGSE7.RP.1,2,3;MGSE8.F.2,5;
MGSE9-12.F.IF.6) b. Graph by hand simple functions expressed symbolically. (use all four quadrants). (MGSE9-
12.F.IF.7) c. Interpret the equation y = mx + b as defining a linear function whose graph is a straight line.
(MGSE8.F.3) d. Use technology to graph non-linear functions. (MGSE8.F.3, MGSE9-12.F.IF.7) e. Analyze graphs
of functions for key features (intercepts, intervals of increase/decrease, maximums/minimums, symmetries,
and end behavior) based on context. (MGSE9- 12.F.IF.4,7) f. Compare properties of two functions each
represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear function represented by an
algebraic expression, determine which function has the greater rate of change. (MGSE8.F.2)

Technology Standard Addressed:

1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences. Students: a. articulate
and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes. b. build networks and customize their learning
environments in ways that support the learning process. c. use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways. d. understand the fundamental
concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current
technologies and are able to transfer their knowledge to explore emerging technologies.

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if applicable):
Provided in the link above.
https://forms.office.com/Pages/ResponsePage.aspx?id=5W7yRTTxnkO8k-
bH4z1hwqgwwnVkvfBIgCe_nk0fl2pUMU40OVJGQlVSMFA3MkVSUjNGN0pBMzg5SC4u
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)
Students will complete this at home at their leisure and therefore could use any of the devices above.
Type of session:
Teacher-Paced Student-Paced
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

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

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 Student Response and Assessment Tools
Before this assessment I would provide scaffolding and promote discussion of prior knowledge of functions,
slope, and linear equations. This quiz would be used as a pre-assessment to gauge student knowledge and
areas that could use improvement before more in-depth examination occurs.
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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)

This assessment would be performed at the students leisure at home. Students would be allowed to
investigate and use any resources available to them to complete the test. The teacher would collect student
responses and use them anonymously as examples in the next class. This is largely to assist the teacher in
pinpointing areas to focus on for the main lesson. This assessment also serves to spark memories and give
students a chance to discover and make connections to content using online resources before the lesson
begins.

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 gives students opportunities to investigate using at home and online resources. This motivates students
to be self-taught and lifelong learners.
Describe what will happen AFTER the SRT activity?
Students would be expected to report to class with questions about the quiz and any misconceptions they
may have. Students would then collaborate in groups to discuss which problems they had difficulty with to
discover possible solutions.
How will the data be used? What data will be collected as a result of this activity? How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade? Will the
individual collected be shared with students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data to
differentiate instruction for students, if so describe how.)

Because this is a pre-assessment students will only be graded on completion. The data will be used to
determine which sections of the lesson will need more emphasis. The information will only be shared with
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the individual respondent and no one else. The teacher would discuss which questions most students
struggled with to emphasize the learning goals of the lesson plan and the expectation of students as the finish
the lesson.

Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn?)

This would be a great way for students to investigate and recall prior knowledge to the quiz prior to robust
lessons during class.

(Optional) Other comments about your SRT activity:

Microsoft Forms is an excellent product for the classroom and I plan to use it often.

Summer 2017_SJB