A former elementary school teacher shares how using Defined Learning’s Backpack Designer performance task transformed her math instruction by making learning relevant, engaging, and deeply connected to real-world applications.

As an elementary teacher with over two decades in the classroom, I’ve always looked for ways to make math meaningful and relatable for my students. Over the years, I’ve seen what happens when students connect their learning to the real world and their own world. There’s more curiosity, more confidence, and ultimately, deeper learning and understanding. That’s why integrating Defined Learning performance tasks into my instruction was a game-changer. One task in particular, the Backpack Designer, transformed the way my students see and apply math. This task had students DOING math in a wide range of ways and in such a manner they were continually asking questions and wanting to know more. These questions were based upon their ownership of the task and their creation of a backpack design and model.

The Backpack Designer task challenges students to design a backpack for a specific type of user: an athlete, a student, or an outdoor adventurer. In our case, I worked with an ELA teacher and we connected this task to Because of Winn-Dixie. At first glance, it seems like a fun design challenge, but the layers of mathematical thinking embedded in the task are incredible. From measuring dimensions, calculating area and volume, comparing costs, and justifying design choices using data, this task tapped into multiple elementary math standards, practices, and skills. Many of these concepts are in our state test, so the task additionally provided practice and reflection for the students and for me as the teacher. 

What sets Defined Learning tasks apart is how they align with the Standards for Mathematical Practice. During the Backpack Designer experience, I saw my students:

• Make sense of problems and persevere in solving them. Students had to identify the needs of their intended user and translate that into specific design requirements. Some wanted to include water bottle pockets, others calculated how much weight the backpack should hold. They didn’t just guess—they asked questions, revised ideas, and kept working through challenges.
• Model with mathematics. One of my favorite moments was when a group created a scaled model using grid paper to determine how the compartments would be laid out for their backpack. They estimated and adjusted as they compared the proportions of each section and how much space it would take up. They weren’t just drawing—they were reasoning with math and reality.
• Attend to precision. When calculating measurements, volume, or selecting materials based on cost, students realized quickly that every number mattered for their design. This gave them a real reason to check their calculations and use proper units. 

Most importantly, I saw a shift in engagement and enthusiasm. Students who normally hesitated during traditional lessons were suddenly leading conversations, sketching models, and presenting their reasoning with pride. They were invested because the task felt real (it was very real for them). They saw themselves as designers, problem-solvers, and collaborators. They were excited to share their work with others and in front of an audience.

Defined Learning’s structure also made it easier for me to support differentiation. While some students explored more complex measurement conversions, others focused on rounding costs or comparing data sets. The flexibility of the task allowed me to meet each learner where they were, while still holding high expectations for all.

Another surprising benefit was how naturally writing, research, and communication were integrated. At the end of the project, students presented their backpack designs and explained how they met the needs of their target user. They used math vocabulary, justified their choices, and even responded to peer feedback. It was an authentic audience and purpose, providing relevance to the content and practices and helping students learn how they can use what they are learning beyond their classroom.

Tasks like Backpack Designer in the Defined library prove that when students are engaged in meaningful work, they don’t just learn, they learn deeply and make important connections to their own world. These tasks helped me move beyond worksheets and into experiences where students apply math and other subjects with purpose and creativity.

About the Author:

Heather Wertman is the Director of Educational Collaboration and Learning at Defined, where she continues her passion for education. She enjoyed over 25 years in elementary schools, as a classroom teacher, STEM & Innovation Leader, curriculum developer, and building-level administrator for grades K-6. Heather is an experienced Project-Based Learning (PBL) practitioner and leader who is an expert in using the Defined resources, bringing PBL to life in classrooms across the country.