Texas Mathematics Teacher Fall/Winter 2022 - 20

Birdhouses: A Different Kind of Assessment
For each cut, students were required to measure the
correct length at both the top and bottom of the plank to
ensure a straight-line cut. Then, they calculated how much
board length would remain. In each task, students were
not only practicing reading a ruler, they were performing
basic fraction operations such as addition, subtraction,
multiplication, and division. In the midst of these tasks,
I heard a variety of powerful discussions about the
reasonableness of answers and alternate strategies to the
standard algorithm. For example, one group calculated
that they would have 90 feet of board left after making
their second cut. They had gotten bogged down in the
algorithm of subtracting fractions and had arrived at
an answer that did not make sense in the real world.
However, the partners quickly looked down at their
remaining plank and realized that the original answer was
not reasonable. This forced the students to re-assess their
work and come up with a different solution. This project
allowed the students to make a connection between the
algorithms and what they were experiencing in real time.
Since the project was considered a summative assessment,
students were encouraged to double-check their work
before showing it to me. With each incorrect response,
students' final grade would be reduced by a third of
the total points for that question (See Student Activity
Pages, Figure 3). Consequently, students were compelled
to have meaningful mathematical discussions to
achieve consensus on where to make cuts and on each
computation question with their partner. After presenting
their correct calculations, students were approved to use
a hand saw to make their cut; while one partner held the
board steady, the other sawed (Figure 4). Alternatively,
students could draw where the cut would be and have
an adult make the cut at another time. If using balsa
wood, this would be the time for students to use scissors
to cut their plank. Both the scaffolding and frequent
check-points were critical in students' success with this
ambitious project.
Figure 3. Student activity pages
After students had made all six cuts using the hand saw,
our wonderful facilities manager helped us drill two holes
in the birdhouses: one for hanging and one for the bird.
Students then used the construction plans to completely
construct the birdhouse using a hammer and nails
(Figure 5).
Figure 4. Making cuts
" While the project took five school
days, three for the cuts and two for the
assembly, the time was worth it... "
20 | Fall/Winter 2022
Figure 5. Birdhouse assembly
Texas Mathematics Teacher
Texas Mathematics Teacher Fall/Winter 2022

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