Student Response and Assessment Tools

Lesson Idea Name: Solve real world problems using geometry

Content Area: Geometry
Grade Level(s): 7th grade mathematics
Content Standard Addressed:
MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve problems; give
an informal derivation of the relationship between the circumference and area of a circle.

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure

MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing threedimensional
figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones, cylinders, and
spheres.

Technology Standard Addressed: 1a: Students will articulate and set personal goals, develop strategies
to leverage technology to achieve them, and reflect on the learning process itself to improve learning
outcomes.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Quizziz
URL(s) to support the lesson (if applicable):
Quizziz

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.

SBooker, 2020
 Student Response and Assessment Tools
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

This activity will be used to access prior knowledge of addressed content standards. In preparation for
upcoming test students will be exposed to several questions within the geometry standard. This will serve as
an entry quiz to get students interested and from the data/results the teacher can better tailor small group
work based on differentiated results.

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 activity students will open their laptops and prepare to take the quiz. Teacher will use this time to
collect data for setup of differentiated group work.
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):
Quizziz SRT

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 will enable students to see what they did wrong and briefly get insight to what group would best fit them
based on the content within the geometry standard.
Describe what will happen AFTER the SRT activity?
After the activity students will be placed in small groups based upon the immediate feedback received from
teacher.

How will the data be used?

Overall the data will be used to inform the whole class what parts everyone may struggle on and it will also be
used to support the teacher in grouping students to differentiate instruction.

Describe your personal learning goal for this activity.

SBooker, 2020
 Student Response and Assessment Tools
I would like to see if an entry quiz that’s engaging will give me applicable results to truly differentiate learning.
Will the results reign true and help students or is this platform something that students may not take
seriously.
Reflective Practice:

SBooker, 2020