Designing a Zip Line

Assessment Type Recommended Grade Level MYP Criterion Level

Real-life Application of Mathematics Grade 9 (MYP4) Standard MYP 3

MYP Assessment Criteria MYP Command Terms Used

Criterion C: Communicating measure, state, find, explain, use,
Criterion D: Applying mathematics in real-life contexts organize

MYP Global Context

Orientation in space and time
MYP Key Concepts MYP Related Concepts
Time, place and space Models, Space

MYP Branch of Mathematics

Spatial reasoning
MYP Topics and Skills Prior Knowledge Needed
 Trigonometric ratios in right-angled  Using a protractor to measure angles,
triangles specifically in terms of converting it to a
 Pythagoras’ theorem clinometer
 Using measuring tape or trundle wheels
to measure length

Assessment Description

In this assessment task students are asked to find the length of a hypothetical zip line from one
building to another in the school. In order to do this, students need to create a clinometer out of
a protractor, which can be used to measure the angle between eye level and the top of a
building. Those measurements can then be used to find the height of the building through the
use of trigonometric ratios.

Materials Needed

Pencil, clinometer (protractor, straw, and a weight), measuring tape, scrap paper, a calculator
that has trigonometric functions.

Task-specific instructions / Recommendations

This assessment only works in the specific place-based context where there are two buildings
(with one being relatively taller than the other) available and in relatively close proximity to each
other. Using a clinometer and measuring tape/trundle wheels, students will be able to make the
needed measurements of the building heights and the distance between them. Students need to
be taught how to create and use a clinometer ahead of time.

© The EdVaults – All Rights Reserved

 Assessment Criterion C: Communicating
Achievement Level Descriptor
(MYP3)
0 The student does not reach a standard described by any of the descriptors below.
The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical
representation to present information
iii. (not demonstrated at this level)
1-2
iv. communicate through lines of reasoning that
are difficult to interpret
v. (not demonstrated at this level).
The student is able to:
i. use some appropriate mathematical
language
ii. use appropriate forms of mathematical
representation to present information
adequately
3-4
iii. (not demonstrated at this level)
iv. communicate through lines of reasoning that
are able to be understood, although these
are not always clear
v. adequately organize information using a
logical structure.
The student is able to:
i. usually use appropriate mathematical
language
ii. usually use appropriate forms of
mathematical representation to present
information correctly
iii. move between different forms of
5-6
mathematical representation with some
success
iv. communicate through lines of reasoning that
are clear although not always coherent or
complete
v. present work that is usually organized
using a logical structure.
The student is able to:
i. consistently use appropriate mathematical
language
ii. use appropriate forms of mathematical
representation to consistently present
information correctly
7-8
iii. move effectively between different forms of
mathematical representation
iv. communicate through lines of reasoning that
are complete and coherent
v. present work that is consistently organized
using a logical structure.
Task Specific Descriptor
The student is able to:
i. use some appropriate mathematical vocabulary
and notation
ii. use at least 1 form of representation, such as
equations, calculations, tables, or explanations
with errors that can distort the information being
presented
iii. (not demonstrated at this level)
iv. explain arguments, ideas, and solutions that are
difficult to understand
v. (not demonstrated at this level).
The student is able to:
i. use some appropriate mathematical vocabulary
and notation
ii. use, at least 2 different forms of mathematical
representation (e.g. calculations, tables, and
explanations), with limited errors that don’t distort
the information being presented
iii. (not demonstrated at this level)
iv. explain arguments, ideas, and solutions in a way
so that they are understood, but not always clear
v. organize working out, usually, using a logical
structure.
The student is able to:
i. use, most of the time, appropriate mathematical
vocabulary and notation.
ii. use, correctly, at least 2 different forms of
mathematical representation (e.g. calculations,
tables, and explanations).
iii. use the different forms of representation in a way
so that they sometimes reinforce each other.
iv. explain arguments, ideas, and solutions clearly,
but not always completely or coherently.
v. organize working out, usually, using a logical
structure.
The student is able to:
i. use, consistently, appropriate mathematical
vocabulary and notation.
ii. use, correctly, at least 3 different forms of
mathematical representation (e.g. calculations,
tables, and explanations).
iii. use, the different forms of representation in a way
so that they effectively reinforce each other.
iv. explain arguments, ideas, and solutions that are
complete or coherent.
v. organize working out, consistently,
using a logical structure.
© The EdVaults – All Rights Reserved
 Assessment Criterion D: Applying mathematics in real-life contexts
Achievement Level Descriptor
(MYP3)
0 The student does not reach a standard described by any of the descriptors below.
The student is able to:
i. identify some of the elements of the
authentic real-life situation
ii. apply mathematical strategies to find a
1-2
solution to the authentic real-life situation,
with limited success
iii. (not demonstrated at this level)
iv. (not demonstrated at this level)
v. (not demonstrated at this level).
The student is able to:
i. identify the relevant elements of the
authentic real-life situation
ii. select, with some success, adequate
mathematical strategies to model the
authentic real-life situation
3-4
iii. apply mathematical strategies to reach a
solution to the authentic real-life situation
iv. (not demonstrated at this level)
v. describe whether the solution makes sense
in the context of the authentic real-life
situation.
The student is able to:
i. identify the relevant elements of the
authentic real-life situation
ii. select adequate mathematical strategies to
model the authentic real-life situation
iii. apply the selected mathematical strategies to
reach a valid solution to the authentic real-
5-6
life situation
iv. describe the degree of accuracy of the
solution
v. discuss whether the solution makes sense in iv. describe the degree of accuracy of the length of
the context of the authentic real-life situation.
The student is able to:
i. identify the relevant elements of the
authentic real-life situation
ii. select appropriate mathematical strategies
to model the authentic real-life situation
iii. apply the selected mathematical strategies to
reach a correct solution
7-8
iv. explain the degree of accuracy of the
solution
v. explain whether the solution makes sense in
the context of the authentic real-life situation. iv. explain, with detail and reasons, the degree of
Task Specific Descriptor
The student is able to:
i. identify some of the measurements needed to find
the length of the zip line
ii. apply mathematical strategies to state starting and
ending points, some length of the zip line and
angle of depression
iii. (not demonstrated at this level)
iv. (not demonstrated at this level)
v. (not demonstrated at this level).
The student is able to:
i. identify all of the measurements needed to find the
length of the zip line
ii. select, with some success, some strategies to
make any measurements
iii. apply mathematical strategies to state starting and
ending points, the resulting length of the zip line
within 10m and angle of depression within 16° of
the correct answers
iv. (not demonstrated at this level)
v. describe how safe the zip line is.
The student is able to:
i. identify all of the measurements needed to find the
length of the zip line
ii. select, adequate strategies to make fairly accurate
measurements that are each within 10 meters of the
correct lengths
iii. apply the selected mathematical strategies to state
starting and ending points, the resulting length of
the zip line within 5m and angle of depression within
8 ° of the correct answers.
the zip line
v. discuss, with detail or reasons, how safe the zip
line is.
The student is able to:
i. identify all of the measurements needed to find the
length of the zip line
ii. select appropriate strategies to make accurate
measurements that are each within 5 meters of the
correct lengths
iii. apply the selected mathematical strategies to find
the best starting and ending points, the maximum
length of the zip line and correct angle of
depression
accuracy of the length of the zip line
v. explain, with detail and reasons,
how safe the zip line is.
© The EdVaults – All Rights Reserved
Introduction

Students at [Insert your school’s name here] are proposing the

idea of making a zip line from the top of [Name of the taller
building you chose] to the top of [Name of the shorter building you
chose]. They would like to put together a proposal to the school
board that maximizes the length of the zip line and analyzes the
degree of safety of the zip line based on the angle of depression
formed

What needs to be considered:

 The zip line can start and end from any part of the edge of any roof of either building.
 You can only make necessary measurements at ground level. This means you cannot use
measuring tape to figure out the height of the buildings.
 The tools you can use for this are clinometers (protractors with straws), measuring tape,
trundle wheels and calculators.
 These are considered the degree of safety set by the National Zip Line Association.
o 0 °−20 ° : safe
o 21 °−4 0 °: fairly safe
o 41 °−6 0° : unsafe

Tasks

You have been assigned to be the leader in putting the proposal together. Your goal is to find the
best locations to start and finish the zip line in order to maximize the distance. You will also need
to include an analysis of how safe the zip line would be based on the angle of depression. You will
have to write your conclusions in the form of a report in which you do the following:
 Measure the heights of each building and any other measurements that are needed.
[D: 1-8, i-ii]
 State the best locations on each roof for the starting and finishing points of the zip line.
[D: 1-8, iii]
 Find the length of the zip line from start to finish.
[D: 1-8, iii]
 Find the angle of depression of the zip line from the roof.
[D: 1-8, iii]
 Explain, with reasons, how accurate your calculated length of the zip line is. Include any
possible margin of error and where it might come from.
[D: 1-8, iv]
 Explain, with reasons, how safe you believe the zip line is and how the angle of depression
affects safety.
[D: 1-8, v]

Make sure that in your report that you consistently do the following to communicate properly:
 Use appropriate mathematical language and notation consistently.
[C: 1-8, i]
 Use at least 3 of calculations, tables, explanations, etc. in such a way so that they reinforce
each other.
[C: 1-8, ii-iii]
 Explain your thinking and answers in such a way that they are clear and coherent.
[C: 1-8, iv]
 Organize working out using a logical structure.
[C: 1-8, v]

© The EdVaults – All Rights Reserved

*Before starting your final report, it is advised to do a draft on scrap paper
first.

Final Report Space

© The EdVaults – All Rights Reserved