| Purpose: |
To determine length of a
pace, to develop computation skills, and to practice
averaging. |
| Season: |
All |
| Materials: |
100-foot tape measure, note
pad, pencil. |
| Description: |
Students establish length of
a pace by counting their steps over a hundred-foot
course. The course is stepped off and the number of paces
is determined. This number is divided into 100 to
calculate length of a pace. |
| Procedure: |
- Mark off a hundred-foot course in an open, flat
field or on a sidewalk near the school. Discuss
why it is important to use a normal pace when
counting steps along the course.
- Have students pace off the course four times and
find their average number of steps.
- Encourage the class to determine what the next
step would be to calculate size of a pace. Have
the students round off their paces to the nearest
half foot. Most paces will be 2, 2 1/2, or 3 feet
in length. Use the pace method to determine
various distances around the school.
|
| Questions: |
- Who has the shortest pace?
- Who has the longest pace?
- Can you tell if taller people have longer paces?
|