The document outlines a project-based math module designed for 4th-grade students at Sav School, focusing on math applications in designing mountain bike trails. Key learning objectives include understanding measurement tools, identifying angles and lines, and using ratios while collaborating on trail design and racing activities. Students engage in hands-on tasks such as measuring, mapping, and presenting their projects, culminating in a reflective writing assignment on their experiences.

1. Math, Measurements
and Mountain Bikes
A project- based math module for the
students of the 4th Grade at the SAV School
Instructional Designer: Deborah Heal
For Instructor Govinda Panthy

2. Learning Objectives
Chief Learning Objective:  Identify right angles as 90 degrees
To use math to solve a real world  Identify rulers, protractor and
problem in a collaborative setting measuring tapes
using an online module.
 Understand the different functions
Math Question between a ruler, protractor and
measuring tape
 How does measurement and
geometry help in the design of  Understand basic vocabulary
mountain bike trails?
Knowledge Goals.
 Identify parallel or perpendicular
lines.

3. Learning Objectives
Performance Goals discussion of personal thoughts
and a conclusion.
 Design a dirt bike trail, race on the
trail and calculate the results.
 Give an oral presentation (2.5 Behavioral Goals
minutes). Make good eye contact
and speak slowly and loudly.  Work cooperatively in a group of
four students.
 Label angles and parallel lines
 Assume the role given and
 Use a ruler or other tools to contribute good personal
measure lengths. performance.
 Use ratios to determine length of
trails.
 Complete a 3 paragraph reflection
paper with an introduction,

4. Vocabulary
 Ruler – a measuring stick marked in centimeters
 Scale – a ratio of size connecting to a map

5. Vocabulary
 Measuring Tape – a thin metal piece used to measure
distance
 Right Angle – the corner of a square = 90 degrees
 Parallel Lines – lines that are side by side

6. Vocabulary
 Centimeter – 1/100 of a meter
 Decimeter – 1/10 of a meter
 Scale Drawing – A drawing made small that can be much
bigger outside

7. Vocabulary
 Map – a picture of an area showing all the parts
 Trail – a path that can be walked or ridden
 Bicycle - a vehicle with two wheels, pedals and
handlebars

8. Vocabulary
 Timer – an app on a cell phone that measures how fast time is moving
 Calculation – using numbers to explain what happened
 Protractor – a tool used to measure angles

9. Vocabulary
 Measurement – using a tool to decide how big something
is
 Ratio – the relation of two numbers. Here the blue
triangle is 1/7th of the circle.

10. Vocabulary
 Race – a competition for speed
 Results – measuring what happened

11. Working in Groups
 Working in groups is like working in your family. Each person in a
family has certain things they do to help the family.
 You are now part of a math family.
 Let your group decide, who will identify the measuring tools and and
decide on the measurements of the bike trail? Who will draw the map
for the bike trails? Who will build the trails outside near SAV school?
Who will decorate a bike and race on the day of the School Celebration
for this math lesson?

12. Let’s Get Started!
 Here is what you need to know:
 How do I use a ruler?
 What is a centimeter? What is a decimeter?
 How do I use a protractor to measure angles?
 What is a right angle?
 What are parallel lines?
 How do I use ratios to create a trail map that we can take outside and
build a trail?

13. Identifying and Measuring
 For the student who is chosen for this job, here is your
task:
 Identify a ruler and protractor and take it to your table.
Make sure you also have paper and pencils.
 Talk among your group about how long the bike trail
outside should be.

14. Designer
 For the student who is chosen for this job, here is your
task:
 With pencil and paper, draw the map for your group’s bike
trail. Remember 1 cm = 1m.
Mark which are parallel lines and which are right angles.
Try to use both shapes in your design.
 Have the Identifier and Measurer student help you use the
correct tools.

15. Presentation Time
 After the map is drawn and the group is happy with the design,
the Identifier and Measurer and the Designer will present their
design to the group.
 Here’s what you both need to do:
 The Identifier and Measurer talks about the tools and the
Designer talks about the map. Each one of you will speak for 2.5
minutes.
 Make good eye contact with the class.
 Speak slowly and loudly so everyone can hear.

16. Time to Go Outside
 For the student who is chosen to the Builder, here are your
tasks:
 With the Instructor’s help you will build the bike trail,
using sticks and string to mark the path according to map
and measuring to scale.
 The Instructor and the student will use a tape measurer to
help measure the path.

17. Preparing for the Bike Race
 The student who is chosen for this task:
 Works with the group to decide how to decorate the race
bike.
 Decorate your bike according to your team’s idea.
 Get prepared to race your bike on your group’s trail. Be
sure to wear your helmet!

18. The Bike Race
 Each group from the math class will have a bike to race on
their trails.
 One by one the Racer from each group rides the trail
designed by his/her group.
 The Designer times the race with the timer on a cell phone
with the Instructor’s help.
 The Builder of the trail writes down the results on a piece
of paper.

19. Back Inside – Presentation Time
 The Builder and the Racer give a brief presentation to the
class about their jobs and what they discovered. The total
presentation time will be 2.5 minutes each.
 Remember:
 Make good eye contact with your class.
 Speak loudly and slowly so everyone can hear.

20. Calculating Results
 The Designer and the Builder from each team tape the trail
map and the calculated result from the race to the wall.
 The Class discusses the different maps and results and
decides the best trail and why.
 The winning team is rewarded and the whole class
celebrates.

21. The Last Step
 Each student will write three paragraphs in English about
their experience with this project. Provide an
introduction, personal ideas (reflection) and a conclusion.
 What did you like about it?
 What did you not like about it?
 What was surprising?
 What did you learn from the experience?