__Objectives and Standards:__

__Lesson Objective:__Students will use various strategies to determine the difference in two lengths of objects.

__Common Core Standards__: 1.MD.1, 1.MD.2, 1.MD.4

__ISTE Student Standard__

__4.__Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

__ISTE Teacher Standard__

__2__. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.

__ISTE Teacher Standard__

__3__. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

__Materials__:

- Socrative Account & Pre-made Quiz
- Student Devices
- Whiteboards & Markers (Or scrap paper and pencils)
- Wixie
- Measurement Video Screencast
- Dreambox
- Fish Cut-outs
- Inch Tiles

__Lesson Overview__:

I decided to teach this lesson the day before we take our test on this part of the math unit. My students have mastered the skill of measuring an object using non-standard units. The only skill that seems to be more difficult for students is the process of finding the difference in the lengths of two objects. In order to prepare my students for the test, I decided that this particular skill would be the focus of my review lesson.

I was recently introduced to Socrative in my graduate class. My class has been using KaHoot all year, and Socrative seemed to be very similar. The major difference is the collection of individualized data Socrative generates immediately. Kahoot gathers data, but Socrative gathers and organizes the data more specifically for each student. I decided I would use this new tool as a pre-assessment rather than a formative one.

Since Socrative provides the teacher with real-time results for each student,

I was recently introduced to Socrative in my graduate class. My class has been using KaHoot all year, and Socrative seemed to be very similar. The major difference is the collection of individualized data Socrative generates immediately. Kahoot gathers data, but Socrative gathers and organizes the data more specifically for each student. I decided I would use this new tool as a pre-assessment rather than a formative one.

Since Socrative provides the teacher with real-time results for each student,

**I realized I would be able to group my students for the lesson according to the data from the quiz**. I would immediately know which students needed practice with this skill, and which students are already able to practice on their own.__Lesson__:

- Students first gather the materials they need at their desk: their device, a whiteboard, and a marker. (Students can also use scrap paper and pencil).
- Provide students with the class code for Socrative. Once they log into the class, ask them to type their first name.
- Once students are logged in, I started the Socrative quiz from my teacher account.
- My students were able to read the problem on their own, but if needed, you can read each problem to the class and have them solve it.
- Students type their answer into the box and submit it.

- After completing the 3 problems, students put their boards and markers away and return to the carpet for the next instructions.
- At this time, I was able to start looking over the data on Socrative and identifying which students need to meet with me to practice the skill.
- After all students were finished, I separated them into 2 groups: one group met with me for small group, the other group was told to watch the Screencast on their device for instructions on their independent work.

Here is a screenshot of the excel results from the quiz:

- Students who were working independently watched the screencast for instructions and modeling, then completed the assigned Wixie project. The project required students to measure two pictures, then determine the difference in the two lengths.
- After completing their Wixie project and saving it, students were instructed to spend the rest of the time on DreamBox.

Screencast:

__Page 1 of the Wixie Project:__

__Student Work Samples:__

- In small group, I used fish cut-outs and inch tiles to deliver a lesson to the students who needed it.
- For some of these students, they found it easiest to set up a subtraction problem to find the difference.
- I had 2 students who struggled with this, so I decided to use a "one-to-one correspondence" approach and visually show them the difference in the two lengths. This seemed to help these 2 particular students.
- When the small group lesson was finished, I asked these students to work on the same Wixie project that the other students had been working on.

__Closure:__

After the whole lesson, we gathered as a class to have a discussion. I took an example from the Socrative quiz to lead the discussion. Without providing any student names, I showed the class the problem and the answer that was given (the answer was incorrect). I asked students to discuss where they think the student went wrong in their problem solving. I then asked students to talk with a partner to explain how to correctly solve the problem.