BMX MATH

Dolly  Beeler's picture
Content Area(s):  
Grade Level(s):  
Oregon Common Core State Standards: 
7.3.1
7.3.2
7.3.3
7.2.5
Lesson Plan Details
Duration: 
2 weeks
Objective: 

Students will use technology to create a word document explaining what they learned during the BMX Math project.

Students will use Sketchup 7 to create a BMX Track.

The students will use Moodle to find the lesson.

The students will submit their finished project on Moodle.

The students will use Notebook to show their work on the worksheet.

The students will use the SMArtNotebook lesson to practice their skills of finding area and perimeter of a circle.

Use Poerpoint to demonsrate the protective clothing Bmx racers use.

Resources: 

Laptop computers

SMartBoards

Sketchup 7

Microsoft Word

Moodle

Internet Access

Document Camera

Video Story

Preparation: 

The teacher will need to set up a Moodle Course and have the student enrol.

The teacher will need to pre-make a sketch-up BMX Track to demonstrate to the students.

The the teacher will neet o either bring in several bicylces that have wheels that are 20" and 24" diamter wheels or they can draw 20" and 24' wheels on paper. The paper need to be posted on the walls for the students to be able to measure.

The teacher will have an understanding of using various computer programs.

The teacher will provide a copy of the scoring rubric to the students before the project begins.

The teacher will explain the roles for both of the students in the groups.

The students will be allowed to give positive feedback to their peer presenters by sending information via -mail to the teacher who then will forward to the individual students.

Instruction: 

The teacher will introduce BMX Racing to the students by showing videos of the sport. The teacher will show the students the bikes used. The teacher will demonstrate the use of the protective gear, helmets, chest protector, knee pads,  elbow pad, riding pants, and jersey.

The students will watch a video about how to race bmx.

The students will watch several videos on pi.

They will watch videos on finding the area and perimeter of a circle.

Then the students will work together on a hands on project that includes measuring the diameter of a circle. (the bicycle wheel).

Each small group will present their final reports and show the class their The BMX Track model.  May use SmartBoard or document camera. THe student have the option of creating a video story.

The students in the audience will e-mail the teacher positive comments about each of the groups presentations.

See Attached word document for more resources.

The teacher created a powerpoint about the protective gear used by bmx racer's but it was to large to attached to this document.

Assessment: 

Grade worksheet.

Scoring rubric for presentation.

Scoring rubric for group work.

Standard grading for report.

Oregon Educational Technology Standards
Creativity and Innovation: 
1A. Apply existing knowledge to forecast possibilities and generate new ideas, products or processes.
1B. Create original works as a means of personal or group expression.
1C. Develop or apply models and simulations to explore complex systems, issues and trends.
Communication and Collaboration: 
2A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
2B. Effectively communicate and publish to multiple audiences using a variety of media and formats.
2C. Engage with learners from other cultures to develop cultural understanding and global awareness.
2D. Contribute to project teams. Produce original works or solve problems in a team setting.
Research and Information Fluency: 
3B. Locate, organize and use information ethically from a variety of sources and media.
3D. Analyze, evaluate, and summarize information or data and report results.
Critical Thinking, Problem Solving and Decision Making: 
4B. Plan and manage activities to develop a solution or complete a project.
4C. Collect and analyze data to identify solutions and or make informed decisions.
Digital Citizenship: 
5A. Advocate and practice safe, legal, and responsible use of information and digital technology.
5B. Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
5C. Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: 
6B. Transfer current knowledge to learning of new technologies.
Career Related Learning Standards
Personal Management: 
CR1A. Identify tasks that need to be done and initiate action to complete the tasks.
CR2A. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
CR3A. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
CR4A. Maintain regular attendance and be on time.
Problem Solving: 
CR2D. Select and explain a proposed solution and course of action.
CR2F. Assess results and take corrective action.
Communication: 
CR3C Give and receive feedback in a positive manner.
Teamwork: 
CR4A. Identify different types of teams and roles within each type of team; describe why each role is important to effective teamwork.
CR4B. Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision making and goal-setting).
Employment Foundations: 
CR5A. Apply academic knowledge and technical skills in a career context.
CR5B. Select, apply, and maintain tools and technologies appropriate for the workplace.
dlarson's picture

The ability to drag the ruler around and use the given formula for calculating the area of a circle is something I can use in my drafting classes, both for area of a circle and for other similar content that I teach.  I also use Sketchup for my drafting courses and many of my students are familiar with it so this activity is something I may use.