Student Response and Assessment Tools

Lesson Idea Name: Mental Math

Content Area: Mathematics
Grade Level(s): 2nd
Content Standard Addressed: MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By
end of Grade 2, know from memory all sums of two one-digit numbers.

Technology Standard Addressed:

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): Using Kahoot! will be helpful to students with visual problems, as they
will be able to have their personal device right in front of them so they can easily see it without having to
strain to read the board. This is also helpful for students who have auditory problems because if they miss me
reading the problem or answer choices they will be there right in front of them to look back at.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. Students will have previously learned how to add and subtract numbers within 20 using
manipulatives, or paper and pencil. By the time this lesson comes they will have had enough practice with this
to be able to solve these problems using mental strategies. This will be a sort of review quiz.

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: At the start of the lesson students will each be
provided with a device/tablet they can use (or if they have a personal one they can use that). I will pull up the
Kahoot! on the smart board at the front of the class so students can see the class code, and I will read it aloud
to the class. Then we will begin the Kahoot! and students will be able to solve the problems mentally and
submit their solutions.

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 Student Response and Assessment Tools
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):

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? After the activity I will be able to get results on the
most missed questions we will go over these as a class. I will also call on some students to share their best tips
and strategies for mental math.

How will the data be used? I will be able to look at the data and see which of my students are struggling
most and who will need to be pulled for some more focused instruction. I will also be able to see what types
of problems are presenting to be the most challenging so these can be retaught to the class.

Describe your personal learning goal for this activity. What I am hoping for from this lesson is for students to
practice math in a more fun and interactive way by making it into a competitive game. This will hopefully get
them more excited about the math and more interested in the lesson.

Reflective Practice: A way I would take this a step further would be to make the problems into word
problems so that students have to not only solve the equation but also be able to pull it out of the word
problem. This would present a bit more of a challenge and push them to learn more.

Spring 2018_SJB