On task behavior, assessment scores and students participation levels were examined in this project. 20, 2nd grade students, 16 Female, 4 male, 18 of which were Caucasians, and 2 were African Americans students were used for this study. Response cards were used during mathematic lessons on time for 10 days, using an A – B - A – B system. An observation checklist, frequent assessments and a student survey was used to collect data. Overall, the students on task behaviors, assessment scores and students participation levels increased because they enjoyed using response cards and found them helpful.