Student Response and Assessment Tools

Lesson Idea Name: Graphing and Evaluating with Radicals

Content Area: Mathematics
Grade Level(s): 9th
Content Standard Addressed: MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the
key characteristics of a function which models the relationship between two quantities. Sketch a graph
showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end behavior.

Technology Standard Addressed: ISTE Standard 1 – “Empower Learner technology and active roles in
choosing achieving and demonstrating competency in their learning goals, informed by the learning sciences.”
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 Taxonomy Level(s):
☐ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): This activity will be used as a pre assessment. Thinking about the UDL
principles, how does this activity and the technology tools you selected support and enhance the learning
experience for students in the classroom? (The UDL Wheel may help you identify the ways this activity and
selected technology tool will support Engagement, Representation or Action and Expression components of
the UDL framework.) (Delete red directions before submitting to your Weebly.)

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)

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
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 Student Response and Assessment Tools

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?

How will the data be used? What data will be collected as a result of this activity? How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade? Will the
individual collected be shared with students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data to
differentiate instruction for students, if so describe how.)

Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn?)

Reflective Practice: After designing this lesson idea, how do you feel the activities you created could impact
student learning? You may have designed this idea as an introductory activity to a unit of study. With that in
mind, what could be done to further extend the lesson? Are there other technology tools that could further
enhance this project?

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