Purpose of Assessment:
This
activity will assess students’ ability to calculate the area and circumference
of a circle given the length of its diameter, along with student’s ability to
calculate the area of rectangles, squares and other shapes. Students’ division
skills will also be assessed during this activity. This portfolio will allow
students to demonstrate these skills and apply them to a real world situation.
Students will be required to use critical thinking in order to create new
dimensions for rectangles, squares or other shapes when completing this
activity. Students will have the opportunity
to apply their skills to a real world situation encouraging higher order
thinking.
This assessment will be placed in the middle of the unit on area. Along
with assessing the math objectives and skills addressed above, the purpose of
this assignment is to gain insight on my students’ progress towards learning
goals which will allow me to adapt my instruction accordingly moving through
the rest of the unit. This portfolio will also give students the opportunity to
receive feedback on their understanding of objectives and any misconceptions
that exist in their learning. This is important to aid students in working
through the rest of this unit successfully.
Pre-Assessment Instruction:
Prior to assigning this portfolio
students will complete 5 lessons instructing them on how to find the area and
perimeter of rectangles, squares, parallelograms, trapezoids and triangles.
They will also practice finding the area of composite figures, and lastly the
area and circumference of a circle. In a virtual environment, the curriculum
for each lesson is designed with instruction for students to read through,
relevant videos that the students will watch, and then practice assignments
from the textbook to complete followed by a short assessment or quiz.
In addition to working through these
lessons, I will meet with my students in a virtual group session to review key
concepts from these 5 lessons. I will help students understand what the
perimeter/circumference and area of different shapes are and what these terms
represent, and we will also develop some of these formulas together and
practice using them. The combination of asynchronous
lessons along with the synchronous virtual session will prepare students for
the portfolio assessment to follow.
Assessment Description:
This portfolio will be called
"Create a Pizza Portfolio". Students will be given an example of a
circular pizza with its dimensions that is sold at a pizza store, and also the
dimensions of the box that it fits in. Students will have to create their own
pizza that is a different shape, and show that it is approximately the same area
as the given circular pizza, show that it will fit in the given box, and lastly
show that it can be cut into 8-12 equal-sized pieces.
Create a Pizza Portfolio
Instructions:
Directions: A large pizza at Tony's Pizzeria is a circle with a 14-inch
diameter. Its box is a rectangular prism that is 14 1/8 inches long, 14 1/8
inches wide, and 1 3/4 inches tall. Your job is to design a new shape for a
large pizza. For this portfolio you will:
1) Find the area of Tony’s large pizza.
2) Create your own pizza that is a
different shape from Tony’s, and draw your pizza labeling its measurements.
a. Common
shapes that can be used: square or rectangle
b. A
bonus point will be awarded on this portfolio if you use any other shape for
your pizza
3) Show mathematically that your design is approximately the same area as Tony's large pizza.
4) Show that your pizza will fit in the box.
5) Prove that your pizza can be cut into 8-12 equal-sized pieces.
3) Show mathematically that your design is approximately the same area as Tony's large pizza.
4) Show that your pizza will fit in the box.
5) Prove that your pizza can be cut into 8-12 equal-sized pieces.
I have created a worksheet
to give to students with these instructions and also a worksheet to use to
complete this portfolio. I will also use this worksheet to provide students
with feedback. View the worksheet by clicking the link below:
Post-Assessment Feedback:
Initially I had
planned to give students feedback to students within 24 hours, however after
consideration and feedback from FAD 2.0 I will provide students feedback within
5 days after submission. I do my best to grade students work and have it
returned to them within 24 hours, however the requirement at my job is to
return portfolio’s to students within 5 days. I will be providing students with
detailed feedback using thinglink, and I would like to give myself enough time
to deliver quality feedback that will be beneficial for my students.
Post-Assessment Instruction:
Students will have the
opportunity to submit corrections on this portfolio assignment one time after
receiving my feedback. This will allow students a second chance to correct
errors and demonstrate understanding of misconceptions. Also, during the
following week’s group Live Lesson, I will pick two examples of different
shapes that students created and submitted for their pizza on the
portfolio, and as a group we will show that the design is approximately the
same area as Tony’s pizza, that it will fit in the same box and how it can be
cut into 8-12 equal pieces. This will help students to see different examples
created by their classmates and we will be able to continue working with these
concepts. Based on students’ submissions, I will adapt how area is presented
during this lesson to meet students’ needs.
Digital technology. Technology will be incorporated
into this assessment in two ways, through the use of virtual online Live
Lessons, and also through thinglink.
Live Lessons: The weekly group
Live Lesson is an important aspect of the pre and post instruction process.
These lessons give students an opportunity to practice and learn these concepts
in real time, and to be able to ask questions and get an immediate answer. The
Live Lesson room includes webcams to create a positive learning environment,
microphones/chat for participation, and a whiteboard that everyone can view and
use to copy down notes and watch/work through examples.
Thinglink: Students will
receive feedback from me through thinglink. Thinglink allows me to upload each student’s
submission and annotate my feedback directly on their worksheet. I will share
feedback for each step of the worksheet by leaving text comments, adding audio
and video feedback, and also uploading relevant resources to help with
misconceptions. I will add a score for each step and also share students’ final
score at the bottom of the worksheet. The typical way that I am able to leave
feedback for my students is by leaving comments in the drop box. By using
thinglink, I can add my comments directly on the worksheet so students can see
what they did well and what might need improvements for each step. Thinglink
gives me the ability to leave more than just feedback by typing comments with
the use of audio and video as well. I will share instructions for how to submit
corrections by the students’ total score. After I have completed my feedback
and graded each worksheet, I will share the link to each student’s feedback in
their drop box.
