I taught a Mathematics unit relating to money and percentages to Year 6 students during one of my practicum placements. Students had recently been given one-to-one Chromebooks to use in the classroom so I took the opportunity to develop a Kahoot! quiz as an assessment strategy to determine students’ prior knowledge at the start of the unit. This helped me pitch my teaching at an appropriate level for the majority of students. I also designed the quiz to have some questions with multiple correct answers to generate discussion as we looked at the results as a class and help students see there can be more than one way to solve a problem.
The image to the left shows one question from the quiz that I used to facilitate a teaching discussion. There were three alternative ways of representing 10% given, as well as the number 10 on its own. When the answers were displayed, I was able to highlight the importance of the percentage symbol as well as that decimals, fractions out of 100 and simplified fractions can all be equal to a given percentage. This brief discussion was followed up with a subsequent lesson where students needed to peg equivalent percentage, decimal and fraction values on a number-line (skipping rope) between 0 and 1 to reinforce this point.
After we completed the quiz I was able to download a report that showed each student’s results for each question. There were 3 students who answered almost all the questions correctly so I could see that these students were ready to move onto working independently on their Design a Bedroom project. Most students were particularly challenged by the percentage discount questions (see image above) which was the main learning outcome for the unit. From this assessment I could see that while many students had some of the pre-requisite skills for this task, there were a number who did not yet know how to apply their skills. This helped me plan lessons to support students as they worked through their bedroom projects.
The students found this activity particularly engaging because of the novelty, use of IT and competitive yet fun platform. This was evident when they had the opportunity to complete a similar quiz at the end of the unit. Several students wanted to complete the quiz more than once to improve their score, even those who didn’t usually engage well in Mathematics lessons.
Focus Area Connections
2.3 In designing the quiz I used my knowledge of the Australian Curriculum: Mathematics to assess which skills (understanding and calculating percentages) students needed to develop to be able to meet the expectations of the Year 6 Achievement Standard.
3.3 I used a variety of teaching strategies in this activity and subsequent lessons, such as class discussions during the quiz, using manipulatives such as the peg cards and skipping rope, focus lessons and independent practice and problem solving.
3.4 The Kahoot! quiz was novel and engaging for the students and made good use of the one-to-one devices available in the classroom.
4.4 I maintained a safe and supportive learning environment during this activity by turning off the leader board function so students could only see their results and the whole class results but could not identify who was performing ‘best’ or ‘worst’.
5.1 This activity is an example of a formative pre-assessment strategy that was engaging for students and also gave me useful information to assist with planning subsequent lessons.
5.4 The summary provided by Kahoot!, as well as my observations of students during the quiz helped inform my teaching practice as I was able to see which concepts were easily grasped by most students and modify my lesson plans accordingly.