Student Response and Assessment Tools

Lesson Idea Name: Linear and Exponential functions

Content Area: Mathematics
Grade Level(s): grade 9
Content Standard Addressed: MGSE9-12.F.LE.1 Distinguish between situations that can be modeled with
linear functions and with exponential functions.

Technology Standard Addressed: 1a Students articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning process itself to improve learning
outcomes. 1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

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
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. The class begins with a whole-group discussion on our previous learning segment on linear
equations. We list on the board the things weve learned. Next, I introduce the concept of exponential
functions. Activating students prior knowledge on exponents, we discuss the value of different numbers
squared, and make conjectures about how an exponential function differs from a linear one. We introduce
the SRT as an informative pre-test that will provide feeback as they move forward to see what they already
know about the difference between linear and exponential functions and to help us with a plan for the next
learning segment.
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 SRT, the students will take a 10-
question assessment on either a computer, tablet, or mobile device by logging into the quiz with a class key. I
will assess student work via Socrative and by observing the class. The activity will take approximately 15
minutes.
Type of questions/prompts used in this activity (check all that apply):
Multiple choice Multiple select True/False Yes/No

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 Student Response and Assessment Tools
Short open-ended response or fill-in the blank Longer open-ended response

Questions shared above as a PDF

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? The most useful benefit for students is receiving immediate feedback. With Socrative,
educators can choose feedback to show after each question, after the activity, or not at all. Since this is
intended to be a formative assessment, its best for students to see if they have conceptual
misunderstandings after each question, so they can use what theyve learned in the next.
Describe what will happen AFTER the SRT activity? The SRT activity is designed to lead the students into
thinking about a financial offer of making money based on a linear function or an exponential one. These
questions are open-ended. After the activity, we will break into think-pair-share groups and then have a final
decision/discussion as a class.
How will the data be used? Socrative collects and displays data. In my design, I have used coordinate points,
graphs, tables, and word problems. The data will show me which areas are more challenging for students. In
other words, the data from this SRT will reveal if students struggle to distinguish between linear and
exponential functions when they are in graph form or when they are real-life models or data points, etc. The
data will be used by myself and the students as the activity was designed to be an assessment for learning.
Responses are recorded on Socrative, and the activity will be graded for completion.

Describe your personal learning goal for this activity. As this lesson would be between a learning segment on
linear functions and one on exponential functions, this will help me and the students prepare for centers in a
subsequent lesson. Each center, for example, might focus on different representations of functions (equations
(with transformations), graphs, sets of coordinate pairs, tables, real-world description, diagram). My goal is
for the data to help in my center design and to assist students in thinking of which centers they should visit.

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