Student Response and Assessment Tools
Lesson Idea Name: Equivalent Fractions
Content Area: Math
Grade Level(s): 3rd Grade
Content Standard Addressed:
MGSE3.NF.3: Students will be able to identify equivalent fractions through visual fraction models, and word
problems.
Technology Standard Addressed:
1a for students: Students articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning outcomes.
7b for educators: Use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students and inform instruction.
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 Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating
Levels of Technology Integration:
☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.
☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT activity, the class will watch short Khan Academy videos on equivalent fractions. After the
videos, the teacher will explain to the class the SRT activity and give students instructions on how to access
the quiz.
Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
SBooker, 2020
Student Response and Assessment Tools
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: For this SRT activity, students will be
completing a 9 questions quiz on equivalent fractions. The quiz consists of 4 open-ended questions, 1
True/False, 1 multiple select question, and 3 multiple-choice questions. This activity is student-based. Teacher
will plan for the quiz to take 20 minutes but allow extra time for students that need it. Each student will use a
computer or iPad to take the quiz. Socrative allows the teacher to see student’s responses in real time, so
while the students are taking the quiz, the teacher can watch the progress of each student on their device. It
makes it easy to see who needs more time, and also see the results.
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? I will show the correct answers to the class afterwards, because it is important for students
to see what they got wrong and also know what the correct answer is.
Describe what will happen AFTER the SRT activity? After students complete the quiz, the teacher will pull
up the answers. The teacher will also quickly review the commonly missed questions. The class will have brief
discussions for the questions, and the teacher will further explain any questions that were missed the most.
This will also be the time for students to ask questions if they did not understand a problem or need more
clarity.
How will the data be used? The data collected from the results of this activity will be used to decide which
areas of the standard needs more work or which students needs extra help with the concepts.
Describe your personal learning goal for this activity. My personal goal for this activity is to learn better ways
to word questions or a problem. For students, I am hoping they are thinking critically about some of the
questions that require them to. My goal is for students to feel like they have a small amount of control since
they can skip around questions and take it at their own pace for the most part.
Reflective Practice: The activity will give students and the teacher an idea of what they have learned, and
what they may need to work on. It requires students to showcase their understanding of equivalent fractions
and prepare them from the summative assessment. Students are allowed to go back and take the quiz if they
wanted, so it can also be used as a benchmark quiz to see if they can improve their score if they didn’t receive
100%.
SBooker, 2020
Student Response and Assessment Tools
SBooker, 2020
