Student Response and Assessment Tools

Lesson Idea Name: Fractions Quiz

Grade Level(s)/Content Area: 4
Content Standard Addressed:
MGSE4.NF.1 Explain why two or more fractions are equivalent 𝑎 𝑏 = 𝑛 × 𝑎 𝑛 × 𝑏 ex: 1 4 = 3 × 1 3 × 4 by using
visual fraction models. Focus attention on how the number and size of the parts differ even though the
fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
MGSE4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by using
visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1 2 .

Technology Standard Addressed: ISTE Educator Standard 7B Educators will 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.

Overarching Question: What is a fraction? How can fractions be used in our everyday lives?

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://www.socrative.com/

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:
This assessment will take place after the weeklong introduction to Fractions. This quiz will be given after the
students have had time in their breakout groups to work through the homework from the week and discuss

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any discrepancies. After allowing students 30-45 minutes of group discussion, the teacher will ask the
students to put away their materials and take out their iPads/ Tablets. The teacher will then ensure that each
student can log into Socrative with their logins that were created prior. Once each student is logged into their
accounts, the teacher will share the screen and explain how to take the quiz and what to do one the quiz is
completed.

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: Each student will access his or her tablet or
iPad provided by the school. The students will then login to their Socrative accounts. The teacher will project
and display on the screen the steps for logging into the accounts. The students will wait to begin quizzes until
all students are logged in. Once each student is logged into the ‘classroom’ on Socrative, they can begin the
quiz. As the quiz is being take the teacher will set out the next handout on the ‘handout desk’ for the students
to grab once their iPad or tablets are plugged back up.

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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s): https://b.socrative.com/teacher/#import-quiz/56263374

Explain what a fraction is and a fractions two main parts.

Describe the importance of fractions in our daily lives.

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 think its important for students to see what was missed and what can be worked on. Each student will have
access to His or Her individual answer and be provided an opportunity to reflect and correct their mistakes.
Describe what will happen AFTER the SRT activity? How will the data be used? The data from this activity
will be available immediately for the students to review for their homework. The students will have an
opportunity to reflect on their wrong answers and resubmit the quiz as well as written responses to what
mistake was made or an explanation of what they are not understanding. This quiz will be given as a
completion grade, but also data analysis for the teacher and student to gauge what needs to be readdressed.
This particular assignment will be discussed individually with the students who might need more assistance.

Describe your personal learning goal for this activity. This activity allows for me to see where each student is
falling in this newer subject area. This will help me gauge as a whole where the class is after the lessons and
how much practice needs to be done. Allowing students to rework the problems and explain what went
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wrong is a new approach. This will allow students to slow down, reflect and readdress areas that they might
have just mistakenly answered, or address issues for students who aren’t full grasping this concept. The
students who choose the answer “I need more help”, and who have gone back after reflection and are still
not understanding ca use more one on one time with me.

Reflective Practice: This lesson can be used in all content areas. After a week or longer of the introduction to
a subject or concept, this lesson can be used to assess where the class and individually fall in grasping the
concepts. After allowing the students to reflect and respond again to the quiz I can allow for group discussion.
This will allow students who are falling behind in this area, learn from those who are exceling. This lesson plan
can also be used to help students chose how they would like to learn concepts in the future. This will allow for
Voice and Choice.

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