To begin the lesson, I explain to the students that today they will be assessed on 3 topics in geometry: 1) congruent figures, 2) line of symmetry, and 3) rotational symmetry. Because I want the students to be exposed to various types of assessments, today's assessment will be done using a foldable.
I give each student a piece of construction paper. I want the foldables to be uniform so I model how I want the paper to be folded (on the vertical axis). I then ask the students to hold their papers in the landscape orientation. This is to make the foldable wide enough for the three sections. The students then draw lines to divide the construction paper into three pieces. Next, the students label the pieces as follows: congruent figures, line of symmetry, and rotational symmetry. Last, I ask the students to cut the top piece of the construction paper along the lines drawn in order to make 3 equal pieces. This is an example of a student Making a Foldable.
Because this is an assessment, the students work independently. For this assessment, the students are required to do a foldable. The students are given the Geometry Assessment with a Foldable guideline. This assessment guideline tells the students what is expected and includes a rubric so that the students know how they will be scored. I have found in the past that when the students do not do traditional types of assessment, they are less stressed about the assessment.
I modeled for the students how to fold the paper and label the pieces of the foldable. During this part of the lesson, the students are given quiet time to complete the foldable. The students are allowed to use math resources, such as their text books or the Internet to help them with this assignment. In the real-world, students have access to resources. I feel that it is important for the students to learn to use the resources that are available to help them be successful. If they do this in the classroom, then they will be more apt to use resources wisely in the real-world.
As the students work on the foldable, I walk around and monitor their progress. Because this is an assessment, I do not bother the students by questioning them. I do not want to disturb the other students in the class. I make a mental note of students that I need to spend more time with one-on-one or in small group.
At the end of the assessment, the foldables are collected (Student Work - Foldable). I take volunteers to share information learned about each topic: congruent figures, line of symmetry, and rotational symmetry. I am listening for students to share things such as: congruent figures are the same size and same shape, a line of symmetry divides the figure so that each part is a mirror image of the other, and rotational symmetry is when a figure looks the same when turned less than 1 whole turn (360 degrees). As you can see and hear in the Video - Math Foldable, I used this opportunity to question the students to make sure they have a clear understanding of the topics. Each foldable is assessed based upon the rubric. Upon scoring the foldables, I will work with struggling students in small group to make sure they are successful with the skills.