Student Response and Assessment Tools

Lesson Idea Name: “Name the Shape”

Content Area: Math
Grade Level(s): 2nd grade
Content Standard Addressed: MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a
given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes.

Technology Standard Addressed: ISTE-S: 2, Digital Citizen

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 (Socrative Quiz is student-paced)
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): A paper copy of the quiz will provided for students who prefer this
method. Students with visual disabilities and students that require oral quiz will have quiz read to them.
Diagrams of images will be provided for all students to use during the quiz.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This is a continuation of the geometry unit in attributes of geometrical shapes. Teacher will introduce the
lesson with the standard written on the whiteboard along with new vocabulary: attribute, vertex (vertices),
sides, edges. Students will be working with the K’nex manipulatives to create 3D geometric shapes to
discover and explore the sides, edges, and vertices of shapes as they relate to geometry. Review of concepts
covered in the last lesson will begin the lesson (quadrilateral, parallelogram, polygon, right angle). Displayed
on the SMART board are a parallelogram, hexagon, pentagon, quadrilateral. The teacher asks the students to
create these shapes while working in their table groups; groups are given 5 minutes.
After this time, teacher and class come back together and teacher asks for group volunteers to explain how
they made their shapes; each group that talks will pick one shape to talk about, making sure to not talk about
one that was discussed previously by another group.
After this discussion, teacher will talk about sides, edges and vertices of each shape. She explains that sides
can also be thought of as “faces.” The edges are the line segments where the faces meet. The points at
which edges meet are the vertices. Using 3D shapes the teacher made, these concepts are illustrated using
the shapes.

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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: The students will take the Socrative quiz at
their own pace; there are 10 questions. The teacher will walk around the room to observe students. No
materials are needed.

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):
1. A triangle is a polygon with three sides. (T/F)
2. What is a polygon? (Multiple choice)
3. A quadrilateral is a polygon that has 4 sides. (T/F)
4. Give the name of the polygon that has 6 sides. (Short answer)
5. If you were a polygon that had 5 sides, what would you be called? (Short answer)
6. A 90 degree angle is also called a right angle. (T/F)
7. I am a quadrilateral with both pairs of opposite sides parallel. What am I called? (Short answer)
8. The line segments of a polygon are called sides. (T/F)
9. The plural name for the end points of the line segments in a polygon are called ___? (Short answer)
10. My angles are all 90 degrees and my sides are congruent (equal length). What is my name? (Short
answer)

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? As a student, I like to be aware of which answers I answered right/wrong after I have
completed a quiz. I think this is common among students, and I don’t want them to agonize over their
answers.

Describe what will happen AFTER the SRT activity?

After the Socrative quiz, the teacher will display results on the whiteboard with names hidden. As a class, the
results of the quiz will be discussed, question by question. Teacher will field any further questions, but
explains that the ideas and concepts covered in the lesson will continue.

How will the data be used? The data from this formative quiz will be used by the teacher to guide instruction
and to further differentiate instruction. Differentiation needed depends on misconceptions exhibited by
students. Most likely, it will involve further use of the K’nex manipulatives; the use of concrete materials to
support learning is crucial at this age/grade. Data collected will be percentage of questions answered
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correctly/incorrectly; this information will be shared with the class as a whole, keeping names anonymous.
The quiz will not be graded, but rather used as a participation grade.
Describe your personal learning goal for this activity. The goal for this activity is to observe if the addition of
the assessment tool is a benefit for students in the way of engagement and participation. Due to the
interactive nature of the quiz, I anticipate it will be a vehicle for improving engagement
Reflective Practice: I think the combined use of K’Nex manipulatives and interactive Socrative quiz helps to
ensure student engagement. The manipulatives offer a concrete example of the ideas presented in class, and
for this age and developmental stage, their use supports learning. The introduction of attributes of geometric
shapes is a large unit, and incorporating other student response and assessment tools would further engage
students.

K’Nex image: https://www.eaieducation.com/images/products/503278_L.jpg

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