Student Response and Assessment Tools

Lesson Idea Name: Subtracting Math Facts

Content Area: Mathematics
Grade Level(s): 1st grade
Content Standard Addressed:
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90

Technology Standard Addressed: 1. Empowered Learner

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://play.kahoot.it/#/k/606c223d-02e5-4203-8a93-79d2c0e20cc9

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):

 By using a student response tool in this lesson, this will give students who are shy and less vocal the
ability to participate in the activity with confidence because they are not having to answer in front of
the class. Using Kahoot! and incorporating a flashcard game into the lesson will also help students
with ADHD to keep focused because it is a fun and engaging activity. Other ways to support this
learning experience for others in the class such as ESOL students is by using manipulatives (base 10
blocks) because it is a physical representation of the numbers and allows it to be a more visual
experience.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
 Before starting the lesson, the class will gather together at the carpet. We will review multiples of 10
by using base 10 blocks. I will hold up a certain amount of tens rods and we will acknowledge how
many there are as a class, and then I will take one away. I will have the students raise their hands and
tell me how many there are now. Then the students will go back to their tables and they will create
their own number lines from 0-100 using multiples of 10. Instead of moving forward on our number
lines, we will move backwards. I will instruct the class to start at a certain number (ex. 60) and move
backwards (subtracting) 10 spaces. We will repeat this until we have subtracted 10 from each
multiple of 10 until 100. Following this activity, I will introduce the Kahoot! lesson where I will have
the ability to see who really is and isn’t understanding.

Spring 2018_SJB
 Student Response and Assessment Tools
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 SRT activity, students will have their own device where they will answer each question
individually at their desk/table. The teacher will be at their desk administering the activity and
watching the progress of the students on her own device. The activity is 9 questions and will take
approximately 10 minutes.
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?
 The Kahoot! lesson will display immediate corrective feedback at the end of each question so that the
students themselves can acknowledge whether they are understanding or not.
Describe what will happen AFTER the SRT activity?
 After the SRT activity, the teacher will look at the data to see what students are progressing steadily
or not. As an additional activity, I will have the students create their own flashcards with multiples of
10 on each going from 0-100. Once the class has created their flashcards, we will play a game as a
class where I will write a number sentence on the board. The students will race to hold their flashcard
card answer up in the air. This will create a fun and engaging learning environment and ensure that
they are learning the material.

How will the data be used?

 The data that is collected from the student response and assessment tool (Kahoot!) will be used to
differentiate the students based on who is understanding and who is not understanding. Using this
data will help the teacher to see what students need extra help and practice in order to further
understand that content before moving forward with subtraction.

Describe your personal learning goal for this activity.

 My personal learning goal for this activity is to help students understand the multiples of tens. I hope
that this activity will help students learn by creating fun learning activities that keeps the interest of
students and makes learning the material fun and easy.

Spring 2018_SJB
 Student Response and Assessment Tools
Reflective Practice:
 After this lesson, I believe these activities can impact student learning because it breaks down the
content in many ways. The activities I have chosen are fun, but also are visual representations of
multiples of tens so that students can really see the difference in values between each ten. A way to
further extend the lesson is to use other physical manipulatives such as creating multiples of tens
with items such as beans or M&Ms. A technology tool that could enhance this project could be
creating ten frames on an interactive white board and having the students come up to the board and
add and take away chips on the frame as necessary to complete a given number sentence.

Spring 2018_SJB