Before the meeting:

1. Determine how long ¼ a mile is in your meeting space by using a pedometer that converts steps to miles. Mark the ¼ mile route with the orange safety cone.
2. Cut 8 ½” x 11” paper in half. Provide two half-papers for each Cub Scout.
3. Print a Projections Recording Sheet for each Cub Scout.

During the meeting:

1. Share with Cub Scouts that they will be learning how to calculate a long walk distance by using a short walking distance. By walking just ¼ of a mile, they will be able to figure out about how long it will take to walk 2 miles.
2. First, they must determine how many ¼ are in 2 miles. Ask Cub Scouts, how many fourths are in 2 miles?
3. Provide Cub Scouts with paper, pencil, and time to think about the problem. Allow them to discuss with each other. If Cub Scouts figure out 8 fourths in 2 miles, then move on to step 2. If the Cub Scouts are unsure or unclear about how to find ¼ of 2 miles, follow the steps below.
   • Hand two strips of paper to each Cub Scout.
   • Tell Cub Scouts that one paper strip represents one mile. Model writing 1 mile on one side of the strip. Cub Scouts write 1 mile on each strip.
   • Ask, how could we fold this so it would make four equal parts or fourths? Collect ideas. Be sure to ensure that the way they fold creates EQUAL parts for each fourth.
   • Allow Cub Scouts to fold paper into fourths.
   • Label each of the four parts with one fourth – Ask: How many fourths are in 1 mile?
   • After they say, 4 fourths or 4/4, then ask them to guess how many fourths would be in 2 miles? Take guesses. If they say 8/4, then have them create the 2nd strip the same way they made the first strip. If the cubs have a hard time coming up with the 8/4, create the 2nd strip together.
   • In the end, you should have two strips representing each of the two-mile cut into fourths with a total of 8/4 (eight-fourths).
4. Determine the pace for walking ¼ a mile using a timer.
   • Explain that pace is how long it takes a person to cover a distance. Scouts sometimes count their steps over a given distance, or they use the time it takes the person to cover a determined (set) distance. During this activity, Cub Scouts will use time to calculate how long it takes each person to cover a set distance.
   • Show Cub Scouts previously set up a route of ¼ mile.
   • Show Cub Scouts how to use the timer.
   • Ask adults to be the timekeeper.
   • Show how to record your time on the Projections Recording Sheet.
5. Walk the ¼ mile. If needed, model the starting of the timer, the walk, and the writing down of the time. Allow Cub Scouts to walk their distance.
6. Create the projection by asking Cub Scouts how could you determine how long it will take you to walk the two miles? Allow Cub Scouts to problem solve by giving them time to think and use paper and pencils to solve the problem. Cubs Scouts might add their time 8 times. Some Cub Scouts might multiply their time times eight. Encourage their thinking and way of problem-solving. Allow cubs to come to their answers. If cubs are having trouble, use the steps below to help them through their thinking.
   • Using the strips Cub Scouts created in step 1, have each child record the time in one of the ¼ boxes. Tell them this is how long it took you to walk part of the two miles. Show the Cub Scout both strips, how long could it take you to walk two miles?
   • Cub Scouts might write each time in the boxes and then choose to add or multiply to get their answer.
7. Save this projected time to use in the following requirements.