Student Response and Assessment Tools

Lesson Idea Name: Matching number and picture

Content Area: Math
Grade Level(s): K
Content Standard Addressed: CD-MA2.4a Matches two equal sets using one-to-one correspondence and
understands they are the same.

Technology Standard Addressed: 4. Critical thinking, problem solving, and decision making

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Flippity
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.
The teacher will assess to see where students are. Check to see if students can recognize the numbers and
knows the numbers 1-10.

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:

The students will pull up the link (may need teachers help with Kindergarten) and will begin matching the

SBooker, 2020
 Student Response and Assessment Tools
work with the number. The teacher will monitor the students and help if needed. The activity will last as long
as the student needs to find the matches. The student can do multiple rounds if time allows.

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?

Describe what will happen AFTER the SRT activity?

The teacher will take what the students know and can create other activities (harder or easier). The teacher
can create activities that will benefit the students.

How will the data be used?

The data will be used to decide if students need something harder or something easier. The software will be
used by the children after the teacher creates the activity and the teacher will collect the data. The data will
not be used for a grade but to see where students are developmentally.
Describe your personal learning goal for this activity.
The goal for this activity is to see where children are while they are having fun matching numbers to the
written word. I hope students learn the match and learn the written words.
Reflective Practice:
I feel the activity could impact student`s learning by giving them something new to learn and match. This
activity allows them to match the things together and it sees if they can memorize where things are as well.
The teacher could put the activity on the smart board and have students come up one at a time to see if they
can find a match as a whole group activity. The group could time themselves to see how long it would take for
the whole group to get all the matches.

SBooker, 2020