Name: Sierra Green

Grade Level: 3rd Grade

Content Area: Mathematics
Standards Addressed: CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a parts of size 1/b.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Additional explanation of purpose (optional):

Type of session: Teacher-Paced Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity Students will complete a short ten questions
quiz with the iRespond technology. The quiz will be displayed on the board and students will input a
number between 1 - 100 to complete the equation with the proper response. Each question will be
displayed for two minutes, and each question has one correct answer.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (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
Provide samples of questions/prompts to be given to students: 1/4 = 2/ __

1
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No
Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not? The correct answers will be given to the students on the following day, on a
worksheet displaying their answers and the correct answers side-by-side. I do not want students to compare
answers in class.
Use of data: The data will be used to give grades to students for formal assessment. It will also be used to
determine how much supplemental instruction is needed on the topic.

Describe what will occur after the SRS activity: This will be the last activity of the class day, so
students will be released from class after the activity. On the following day we will follow up to check
responses and assure that
Describe your personal learning goal for this activity. The goal is for students to display their
knowledge of the lesson. I will seek to develop mini-lessons for students who fail to grasp the concepts.

Other comments about your SRS activity (optional): Students will be prompted to enter only one
number, but the number may be two digits. Each question will indicate the appropriate number of digits.

10 Question Quiz

1. 20/100 = 2/ ____
2. i . i . i . a |||| what is the fraction representing the number of as in the
group?
3. 1/100 = 1/ ____
4. 4/7 = __/ 14
5. n . n . n . n. n. ||||| what is the fraction representing the number of ns?
6. = 10/ __
7. 50/100 = ___/ 2
8. 100/100 = 1/___
9. 200/400 - 1/ ___
10. what is the fraction representing YOU out of the whole classroom ?
(hint: 20 people in class)