author dinah zike, m. ed. - pjteaches.com · iv dear teacher, who, what, when, why in this book you...

AuthorDinah Zike, M. Ed.

Educational ConsultantSan Antonio, Texas

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Except as permitted under the United States Copyright Act, no part of thispublication may be reproduced or distributed in any form or by any means,or stored in a database retrieval system, without prior written permission ofthe publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-869384-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

For more information on Foldables™ or to orderDinah Zike’s Big Book of Science, contact:

Dinah-Might Adventures, LPP.O. Box 690328

San Antonio, Texas 78269(800)99-DINAHwww.dinah.com

Table of Contents

Letter from Dinah Zike . . . . . . . . . . . . . . . . . . . . . iv

Introduction to FoldablesWhy use Foldables in science? . . . . . . . . . . . . . . . 1Foldable Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Selecting the Appropriate Foldable . . . . . . . . . . . . 4

Folding InstructionsBasic Foldable Shapes . . . . . . . . . . . . . . . . . . . . . . 6Bound Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Two-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Three-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Layered-Look Book . . . . . . . . . . . . . . . . . . . . . . . 10Four-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Vocabulary Book . . . . . . . . . . . . . . . . . . . . . . . . . 12

iv

Dear Teacher,Who, What, When, WhyIn this book you will find instructions for making Foldables, as well as ideas onhow to use them. You probably have seen at least one of the Foldables featured inthis book used in supplemental programs or staff-development workshops. Today,my Foldables are used internationally. I present workshops and keynotes to overfifty thousand teachers and parents a year, sharing the Foldables that I beganinventing, designing, and adapting over thirty years ago. Around the world, stu-dents of all ages are using them for daily work, note-taking activities, student-directed projects, forms of alternative assessment, science lab journals, quantitativeand qualitative observation books, graphs, tables, and more.

National Science Standards and Communication SkillsThe National Science Education Standards, developed by the National ResearchCouncil in 1995, stress the importance of communication skills in a strong scienceprogram. Not all students will become biologists, physicists, or chemists, but allstudents need to be able to analyze, hypothesize, problem-solve, and organizeinformation using inquiry skills acquired through the study of science.

Throughout their lives, students will be called upon to be literate in science—personally and professionally. They will need to have a basic understanding ofsystems, order, and organization; change, constancy, and measurement; evolutionand equilibrium; and form and function. They will need to know how to collectinformation, make and/or analyze models, and present logical explanations ofexperiences and observations using various forms of written and oralcommunication.

Foldables become a visual and kinesthetic tool to help students communicatewhat they learn, observe, and experience in science. I hope you enjoy makingFoldables a part of your science classroom!

FROM DINAH ZIKE

1

Why use Foldables in science?When teachers ask me why they should take time to use the Foldables featured in this book, I

explain that they

. . . quickly organize, display, and arrange data, making it easier for students to grasp scienceconcepts, theories, processes, facts, and ideas. They also help sequence events as outlinedin the content standards.

. . . result in student-made study guides that are compiled as students listen for main ideas,read for main ideas, or conduct research.

. . . provide a multitude of creative formats in which students can present projects, research,experiment results, and inquiry-based reports instead of typical poster board or sciencefair formats.

. . . replace teacher-generated writing or photocopied sheets with student-generated print.

. . . incorporate the use of such skills as comparing and contrasting, recognizing cause andeffect, and finding similarities and differences into daily work and long-term projects. Forexample, these Foldables can be used to compare and contrast student explanations ofinquiry-based questions to explanations currently accepted by scientists.

. . . continue to “immerse” students in previously learned vocabulary, concepts,generalizations, ideas, and theories, providing them with a strong foundation that they canbuild upon with new observations, concepts, and knowledge.

. . . can be used by students or teachers to easily communicate data through graphs, tables,charts, diagrams, models, and Venn diagrams.

. . . allow students to make their own journals for recording qualitative and quantitativeobservations.

. . . can be used as alternative assessment tools by teachers to evaluate student progress or bystudents to evaluate their own progress.

. . . integrate language arts, social sciences, and mathematics into the study of science.

. . . provide a sense of student ownership or investiture in the science curriculum.

INTRODUCTION TO FOLDABLES

2

Foldable BasicsWhat to Write and WhereTeach students to write general informationtitles, vocabulary words, concepts, questions, mainideas, and laws or principleson the front tabs of their Foldables. General information is viewedevery time a student looks at a Foldable. Foldables help students focus on and remember keypoints without being distracted by other print.

Ask students to write specific information—supporting ideas, student thoughts, answers toquestions, research information, empirical data, class notes, observations, and definitions—under the tabs.

As you teach, demonstrate different ways inwhich Foldables can be used. Soon you will findthat students make their own Foldables and usethem independently for study guides and projects.

With or Without TabsFoldables with flaps or tabs create study guides that students can use to self check what theyknow about the general information on the front of tabs. Use Foldables without tabs forassessment purposes (where it’s too late to self check) or projects where information ispresented for others to view quickly.


Venn Diagram used for assessmentVenn Diagram used as a study guide

3

What to Do with Scissors and GlueI do not ask middle school and high schoolstudents to carry glue and scissors fromclass to class. Instead, I set up a smalltable or rolling cart in the back of theclassroom and provide a few containers ofglue, several pairs of scissors (sometimestied to the cart), containers of coloredpencils, a stapler, and anything else I thinkstudents might need. Don’t be surprised if students donate colored markers,decorative-edged scissors, gel pens,stencils, and other art items to your cart.

The more they make and use graphic organizers, the faster students become at producing them.

Storing GraphicOrganizers in Student PortfoliosTurn one-gallon freezer bags into studentportfolios. Students can carry theirportfolios in their notebooks if they placestrips of two-inch clear tape along oneside and punch three holes through thetaped edge.

Have each student write his or hername, period, and class along the top ofthe plastic portfolio with a permanent

marker and cover the writing with two-inch clear tape to keep it from wearing off.Cut the bottom corners off the bag so it won’t hold air and will stack and store easily.

HINT: I found it more convenient to keep student portfolios in my classroom sostudent work was always available when needed and not “left in a locker” or “athome.” Giant laundry-soap boxes make good storage containers for portfolios,and it isn’t difficult to get one for each period.

Let Students Use This Book As an Idea ReferenceMake this book of lists available to students to use as an idea reference for projects, discussions,science debates, extra credit work, cooperative learning group presentations, and more.


4

Selecting the Appropriate FoldableDividing Science Concepts into PartsFoldables divide information and make it visual. In order to select the appropriate Foldable,decide how many parts you want to divide the information into and then determine whichFoldable best illustrates or fits those parts. Foldables that are three-dimensional also make thestudent interact with the data kinesthetically.

For example, if you are studying the three kinds of rocks, you could choose a foldable thathas three tabs (or sections), write igneous, metamorphic, and sedimentary on the front tabs, andplace information and examples of each type of rock under the tabs.


Science Concepts Already Divided into PartsEarth Life Physical

Parts Science Concept Parts Science Concept Parts Science Concept10 Mohs Scale 13 Vitamins 4 States of Matter4 Layers of Earth 2 Sexual and Asexual 3 Classes of Levers3 Eras of Geologic Time 2 Monocots and Dicots 2 Kinetic and Potential

Energy9 Solar System Planets 2 Endotherms and 2 Direct and Alternating

Ectotherms Current5 Layers of 6 Kingdoms of Living 3 Newton’s Three Laws

the Atmosphere Organisms of Motion4 Reduce, Reuse, 2 Angiosperms and 2 Static Fluids and Fluids

Recycle, Refuse Gymnosperms in Motion3 Igneous, Metamorphic, 2 Vascular and Nonvascular 3 Conduction, Convection,

Sedimentary Rock Plants Radiation3 Skeletal, Smooth, and 2 Balanced and Unbalanced

Cardiac Muscles Forces3 Producer, Consumer,

Decomposer

Science Concepts That Can Be Divided into Parts

Earth Life Physical

Air Pressure A Life Cycle Forces

Earth’s Plates Examples of Fungi Radiant Energy

Causes of Erosion Parts of a Plant Cell Types of Friction

Formation of a Fossil Arachnid Identification Kinds of Batteries

Effects of Ocean Movement Human Digestive System Examples of Inertia

Weather Patterns over Time Levels of Life in the Ocean The Movement of Light

The Sun as an Energy Source Characteristics of Invertebrates Properties of Magnetism

Convection Current Within Earth Ways in Which Animals Reproduce Physical Properties of Matter

Law of Conservation of Mass andEnergy

5

Dividing Skills and Foldables into PartsReading, writing, and thinking skills can easily be used with Foldables. The following listsshow examples of skills and activities and a selection of Foldables divided into parts.


Skills and Activities Divided into Parts1 Part 2 PartsFind the Main Idea Compare and ContrastPredict an Outcome Cause and EffectNarrative Science Writing Similarities and DifferencesDescriptive Science Writing Pros and ConsExpository Science Writing Facts and OpinionsPersuasive Science Writing Form and Function

3 Parts 4 PartsVenn Diagrams Who, What, When, WhereKnow?-Like to Know?-Learned? What, Where, When, Why/HowPast, Present, FutureBeginning, Middle, End

Any Number of PartsQuestioning Making and Using TablesFlow Charts Making and Using GraphsVocabulary Words Sequencing Data or EventsConcept Webs or Maps

Foldables Divided into Parts1 Part 2 PartsHalf Book Two-Tab BookFolded Book Pocket BookThree-Quarter Book ShutterfoldLarge Matchbook Matchbook Cut in HalfBound Book Concept Map with Two Tabs

3 Parts 4 PartsTrifold Book Four-Tab BookThree-Tab Book Standing CubePyramid Book Top-Tab BookLayered-Look Book Four-Door Book

Any Number of PartsAccordion Book Circle GraphPop-Up Book Concept-Map BookSentence-Strip Holder Vocabulary BookFolded Table, Chart, or Graph Time-Line BookPyramid Mobile Bound BookMultiple-Pocket Books Layered-Look Book

(three or more sheets of paper)

6

Basic Foldable ShapesThe following figures illustrate the basic folds that are referred to throughout the followingsection of this book.

FOLDING INSTRUCTIONS

Taco Fold Hamburger Fold

Hot Dog Fold

Shutter Fold

Burrito Fold

Valley Fold

Mountain Fold

7

Bound Book1. Take two sheets of paper (8 1/2" � 11")

and separately fold them like a hamburger.Place the papers on top of each other, leaving one sixteenth of an inch between the mountain tops.

2. Mark both folds one inch from the outeredges.

3. On one of the folded sheets, cut from the top and bottom edge to the marked spot on both sides.

4. On the second folded sheet, start at one ofthe marked spots and cut the fold betweenthe two marks.

5. Take the cut sheet from step 3 and fold it like a burrito. Place the burrito through the other sheet and then open the burrito.Fold the bound pages in half to form aneight-page book.

FOLDING INSTRUCTIONS—1-PART FOLDS

Use for qualitative and quantitative observation journals. Make large project books using 11" � 17" paper.

1

2

4

3

5

8

Two-Tab Book1. Take a folded book (see pg. 15) and cut

up the valley of the inside fold toward themountain top. This cut forms two large tabs that can be used front and back for writing and illustrations.

2. The book can be expanded by making several of these folds and gluing them side-by-side.

Use this book with data occurring in twos. Forexample, list acids and bases or monocots anddicots. Use it for comparing and contrasting,determining cause and effect, finding similaritiesand differences, and more.


1

2

9

Three-Tab Book1. Fold a sheet of paper like a hot dog.

2. With the paper horizontal, and the fold of thehot dog up, fold the right side toward thecenter, trying to cover one half of the paper.

NOTE: If you fold the right edge over first,the final graphic organizer will open andclose like a book.

3. Fold the left side over the right side to makea book with three folds.

4. Open the folded book. Place your handsbetween the two thicknesses of paper and cutup the two valleys on one side only. This willform three tabs.

Use this book for data occurring in threes, and fortwo-part Venn diagrams.


1

2

3

4

10

Layered-Look Book1. Stack two sheets of paper (8 1/2" � 11") so

that the back sheet is one inch higher than thefront sheet.

2. Bring the bottom of both sheets upward and align the edges so that all of the layers ortabs are the same distance apart.

3. When all tabs are an equal distance apart,fold the papers and crease well.

4. Open the papers and glue them togetheralong the valley or inner center fold or, staple them along the mountain.


Make one layered book for Earth’satmosphere and one for the partsof Earth. Overlap the books toshow Earth’s concentric layers.

Cut the layers of paperto form more tabs.

Use to make graphs and tables.

When using more than two sheets of paper, make the tabs smaller than an inch.

1

2

3

4

11

Four-Tab Book1. Fold a sheet of paper (8 1/2" � 11") in half

like a hot dog.

2. Fold this long rectangle in half like ahamburger.

3. Fold both ends back to touch the mountaintop or fold it like an accordion.

4. On the side with two valleys and onemountain top, make vertical cuts through onethickness of paper, forming four tabs.

Use this book for data occurring in fours. Forexample: continental land, ocean shelf, oceanslope, and ocean floor.


1

2

3

12

Vocabulary Book1. Fold a sheet of notebook paper in half like a

hotdog.

2. On one side, cut every third line. This usuallyresults in ten tabs.

3. Label the tabs.

FOLDING INSTRUCTIONS—ANY NUMBER OF PARTS

Use for vocabulary books.

Use to take notes and record data.

Leave the notebook holesuncovered and it can bestored in a notebook.

Use for recording student questionsand answers.

AuthorDinah Zike, M. Ed.

Educational ConsultantSan Antonio, Texas

For more information on Foldables™ or to orderDinah Zike’s Big Book of Math, contact:

Dinah-Might Adventures, LPP.O. Box 690328

San Antonio, Texas 78269(800)99-DINAHwww.dinah.com

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Except as permitted under the United States Copyright Act, no part ofthis publication may be reproduced or distributed in any form or by anymeans, or stored in a database retrieval system, without prior writtenpermission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-869384-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 045 09 08 07 06 05 04

Table of Contents

Letter from Dinah Zike . . . . . . . . . . . . . . . . . . . . . iv

Introduction to FoldablesWhy use Foldables in mathematics? . . . . . . . . . . . 1Foldable Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Selecting the Appropriate Foldable . . . . . . . . . . . . 4

Folding InstructionsBasic Foldable Shapes . . . . . . . . . . . . . . . . . . . . . . 6Bound Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Two-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Three-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Layered-Look Book . . . . . . . . . . . . . . . . . . . . . . . 10Four-Tab Book . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Vocabulary Book . . . . . . . . . . . . . . . . . . . . . . . . . 12

iv

Dear Teacher,In this book, you will find instructions for making Foldables as well as ideas on how to usethem. They are an excellent communication tool for students and teachers.

National Math Standards and Communication SkillsThe Principles and Standards for School Mathematics, published by the NationalCouncil of Teachers of Mathematics (NCTM) in 2000, stress the importance ofcommunication skills in a strong mathematics program. Not all students willbecome mathematicians, engineers, or statisticians, but all students need to be ableto think, analyze, and problem solve using skills acquired through the study ofmathematics.

Throughout their lives, students will be called upon to be literate in mathematics—personally and professionally. They will need to have a basic understanding ofnumbers, operations, and quantitative reasoning; patterns, relationships, andalgebraic thinking; geometry; measurement; and probability and statistics to solvereal-life problems involving finances, chance, design, science, fine arts, and more.

Furthermore, students must be able to share the results of their use of mathematicsusing various forms of oral and written communication. Foldables are one of manytechniques that can be used to integrate reading, writing, thinking, organizing data,researching, and other communication skills into an interdisciplinary mathematicscurriculum.

Who, What, When, WhyYou probably have seen at least one of the Foldables featured in this book used insupplemental programs or staff-deveopment workshops. Today, my Foldables areused internationally. I present workshops and keynotes to over fifty thousand teach-ers and parents a year, sharing the Foldables that I began inventing, designing, andadapting over thirty years ago. Around the world, students of all ages are usingthem for daily work, note-taking activities, student-directed projects, forms ofalternative assessment, math journals, graphs, charts, tables, and more.

Foldables become a visual and kinesthetic tool to help students communicate whatthey learn, observe, and experience in math. I hope you enjoy making Foldables apart of your math classroom!

FROM DINAH ZIKE

1

Why use Foldables in mathematics?When teachers ask me why they should take time to use the Foldables featured in this book, I

explain that they

. . . quickly organize, display, and arrange information, making it easier for students to graspmath concepts and master skills.

. . . result in student-made study guides that are compiled as students listen for main ideas,read for main ideas, and work their way through new concepts and procedures.

. . . provide a multitude of creative formats in which students can present projects, research,and computations instead of typical poster board or math fair formats.

. . . replace teacher-generated writing or photocopied sheets with student-generated print.

. . . incorporate the use of such skills as comparing and contrasting, recognizing cause andeffect, and finding similarities and differences into daily work and long-term projects. Forexample, these Foldables can be used to compare and contrast student explanations andprocedures for solving problems to the explanations presented by other students andteachers.

. . . continue to “immerse” students in previously learned vocabulary and concepts, providingthem with a strong foundation that they can build upon with new observations,experiences, and knowledge.

. . . can be used by students or teachers to easily communicate data through graphs, tables,charts, models, and diagrams, including Venn diagrams.

. . . allow students to make their own math journals for recording main ideas, problem-solvingstrategies, examples, questions that arise during classwork, and personal experiences thatoccur during learning.

. . . can be used as alternative assessment tools by teachers to evaluate student progress or bystudents to evaluate their own progress.

. . . integrate language arts, the sciences, and social sciences into the study of mathematics.

. . . provide a sense of student ownership in the mathematics curriculum.


2

Foldable BasicsWhat to Write and WhereTeach students to write general information—titles, vocabulary words, concepts, questions, mainideas, and properties or theorems—on the front tabs of their Foldables. General information isviewed every time a student looks at a Foldable. Foldables help students focus on and rememberkey points without being distracted by other print.

Ask students to write specific information—supporting ideas, student thoughts, answers toquestions, research information, computation steps, class notes, observations, and definitions—under the tabs.

As you teach, demonstrate different ways inwhich Foldables can be used. Soon you will findthat students make their own Foldables and usethem independently for study guides and projects.

With or Without TabsFoldables with flaps or tabs create study guides that students can use to self check what theyknow about the general information on the front of the tabs. Use Foldables without tabs forassessment purposes or projects where information is presented for others to view quickly.


Venn Diagram used for assessmentVenn Diagram used as a study guide

3

What to Do with Scissors and GlueI don’t expect secondary students to bringglue and scissors to math class. Instead, Iset up a small table in the classroom andprovide several containers of glue,numerous pairs of scissors (sometimes tiedto the table), containers of markers andcolored pencils, a stapler, clear tape, andanything else I think students might needto make their Foldables. Don’t besurprised if students donate unusualmarkers, decorative-edged scissors, gelpens, stencils, and other art items to your publishing table.

The more they make and use graphic organizers, the faster students become at producing them.

Storing GraphicOrganizers in Student PortfoliosTurn one-gallon freezer bags into studentportfolios which can be collected andstored in the classroom. Students can alsocarry their portfolios in their notebooks ifthey place strips of two-inch clear tapealong one side and punch three holesthrough the taped edge.

Have each student write his or her namealong the top of the plastic portfolio with a

permanent marker and cover the writing with two-inch clear tape to keep it from wearing off.Cut the bottom corners off the bag so it won’t hold air and will stack and store easily.

HINT: I found it more convenient to keep student portfolios in my classroom sostudent work was always available when needed and not “left at home” or “inthe car.” Giant laundry-soap boxes make good storage containers for portfolios.

Let Students Use This Book As an Idea ReferenceMake this book available to students to use as an idea reference for projects, discussions, extracredit work, cooperative learning group presentations, and more.


4

Selecting the Appropriate FoldableDividing Math Concepts into PartsFoldables divide information and make it visual. In order to select the appropriate Foldable,decide how many parts you want to divide the information into and then determine whichFoldable best illustrates or fits those parts. Foldables that are three-dimensional also make thestudent interact with the information kinesthetically.

For example, if you are studying the Properties of Equality you could choose a Foldable thathas five tabs (or sections). On the front tabs write the properties. Under the tabs, explain theproperties in words on one side and in symbols on the other side.


Math Concepts That Can Be Divided into PartsAlgebra Geometry Statistics and Probability

write algebraic expressions draw angles with a protractor determine ranges of setsevaluate expressions classify polygons interpret scatter plotssequence steps illustrate quadrilaterals display data collected in plotslist algebraic rules list examples of prisms draw models of combinationssolve equations name ordered pairsfind values for variables graph points

Math Concepts Already Divided into PartsAlgebra Geometry Statistics and Probability

Parts Concept Parts Concept Parts Concept5 Properties of Equality 2 collinear and noncollinear 3 mean, median, mode3 parentheses, brackets, 2 complementary and 1 Fundamental Counting

and braces supplementary angles Principle2 equations and inequalities 2 parallel and perpendicular 4 Who, What, When,

Where: Blaise Pascal2 numeric and algebraic 3 translation, rotation, 2 permutations and

expressions reflection combinations2 domain and range 6 types of triangles 2 upper quartile and lower

quartile7 properties of addition and 4 SSS, SAS, ASA, AAS 2 dependent and

multiplication independent events2 LCM and LCD 2 two types of special right 2 probability and odds

triangles3 monomials, binomials, 6 types of quadrilaterals 2 odds in favor and odds

and trinomials against2 powers and exponents 2 x-axis and y-axis 2 mutually inclusive and

exclusive events

5

Dividing Skills and Foldables into PartsReading, writing, and thinking skills can easily be used with Foldables. The following listsshow examples of skills and activities and a selection of Foldables divided into parts.


Foldables Divided into Parts1 Part 2 PartsHalf Book Two-Tab BookFolded Book Pocket BookMatchbook Shutter FoldBound Book Matchbook Cut in Half

Concept-Map Book with Two Tabs

3 Parts 4 PartsTrifold Book Four-Tab BookThree-Tab Book Standing CubePyramid Book Top-Tab BookLayered-Look Book Four-Door BookConcept Map with Three Tabs

Any Number of PartsAccordion Book Circle GraphLayered-Look Book Concept-Map BookSentence-Strip Holder Vocabulary BookFolded Table, Chart, or Graph Bound BookPyramid Mobile Pocket BooksTop-Tab Book(three or more sheets of paper)

Skills and Activities Divided into Parts1 Part 2 PartsFind the Main Idea Compare and ContrastPredict an Outcome Cause and EffectNarrative Writing Similarities and DifferencesDescriptive Writing Opposite OperationsExpository WritingPersuasive Writing

3 Parts 4 PartsVenn Diagrams Who, What, When, WhereKnow?-Like to Know?-Learned? What, Where, When, Why/HowBeginning, Middle, End

Any Number of PartsQuestioning Making and Using TablesFlow Charts Making and Using GraphsVocabulary Words Making and Using ChartsTimelines Sequencing Data or EventsConcept Webs or Maps

6

Basic Foldable ShapesThe following figures illustrate the basic folds that are referred to throughout the followingsection of this book.

FOLDING INSTRUCTIONS

Taco Fold Hamburger Fold

Hot Dog Fold

Shutter Fold

Burrito Fold

Valley Fold

Mountain Fold

7

Bound Book1. Take two sheets of 8�

12

�" � 11" paper

and fold each one like a hamburger. Place the papers on top of each other, leaving one sixteenth of an inch between themountain tops.

2. Mark both folds one inch from the outeredges.

3. On one of the folded sheets, cut from the top and bottom edge to the marked spot on both sides.

4. On the second folded sheet, start at one ofthe marked spots and cut the fold betweenthe two marks.

5. Take the cut sheet from step 3 and fold it like a burrito. Place the burrito through the other sheet and then open the burrito.Fold the bound pages in half to form aneight-page book.


1

2

4

5

3

8

Two-Tab Book1. Take a folded book and cut up the valley

of the inside fold toward the mountain top.This cut forms two large tabs that can beused front and back for writing andillustrations.

2. The book can be expanded by making several of these folds and gluing them side-by-side.

Use this book for data that occurs in twos, forexample opposite operations


1

2

9

Three-Tab Book1. Fold a sheet of paper like a hot dog.

2. With the paper horizontal, and the fold of thehot dog up, fold the right side toward thecenter, trying to cover one half of the paper.

NOTE: If you fold the right edge over first,the final graphic organizer will open andclose like a book.

3. Fold the left side over the right side to makea book with three folds.

4. Open the folded book. Place your handsbetween the two thicknesses of paper and cutup the two valleys on one side only. This willform three tabs.

Use this book for data occurring in threes.


1

2

3

4

10

Layered-Look Book1. Stack two sheets of paper 8�

12

�" � 11" so that

the back sheet is one inch higher than thefront sheet.

2. Bring the bottom of both sheets upward and align the edges so that all of the layers ortabs are the same distance apart.

3. When all tabs are an equal distance apart,fold the papers and crease well.

4. Open the papers and glue them togetheralong the valley or inner center fold or, staple them along the mountain.


1

2

3

4

When using more than two sheets of paper, make the tabs smaller than an inch.

11

Four-Tab Book1. Fold a sheet of paper 8�

12

�" � 11" in half likea hot dog.

2. Fold this long rectangle in half like ahamburger.

3. Fold both ends back to touch the mountaintop or fold it like an accordion.

4. On the side with two valleys and onemountain top, make vertical cuts through onethickness of paper, forming four tabs.

Use this book for data occurring in fours. Forexample: the four steps in the order of operations.


1

2

3

12

Vocabulary Book1. Fold a sheet of notebook paper in half like a

hotdog.

2. On one side, cut every third line. This usuallyresults in ten tabs.

3. Label the tabs.

FOLDING INSTRUCTIONS—ANY NUMBER OF PARTS

Use for vocabulary books.Use to take notes and record data.

Leave the notebook holesuncovered and theFoldable can be stored ina notebook.

Use for recording student questionsand answers.

author dinah zike, m. ed. - pjteaches.com · iv dear teacher, who, what, when, why in this book you...

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