Carrie Robledo, Elizabeth Foxworth
Material Type:
Upper Primary
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    Education Standards

    The Best Baller

    The Best Baller


    Students will use the design process to create a new pair of shoes.  Students will use multiplication to find the area and/or perimeter of their design.

    Instructor Directions


    The Best Baller

    Submitted by Marie Foxworth

    Carteret County Schools




    Driving Question / ScenarioHow is math used to create and size shoes?
    Project SummaryStudents will use the design process to create a new pair of shoes.  Students will use multiplication to find the area and/or perimeter of their design.
    Estimated Time2 class periods
    Materials / ResourcesVideo, Graph Paper, Drawing Paper, Construction Paper, or Cardboard
    Grade 4th, 5th ( 3rd as an extension or enrichment for high students who master the basics of area and perimeter)
    Educational StandardsNC.3.MD.7 Relate area to the operations of multiplication and addition.NC.4.MD.3 Solve problems with area and perimeter.NC.5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers
    Classifying Objective • Find areas of rectilinear figures with known side lengths. • Solve problems involving a fixed area and varying perimeter and  a fixed perimeter and varying areas. • Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
    Project Outline
    AskHow is math used to create and size shoes?  
    ImagineThe teacher will ask students to share what they know about shoes and shoe design.  Students will volunteer to share answers. Optional: display various kinds of shoes in different sizes.  The teacher will share the video about shoe design with the class.
    PlanStudents will design a pair of basketball shoes and then use graph paper to determine the area of their design.  
    CreateAllow students to use drawing paper, construction paper, or  cardboard to design a shoe.  IF you want them to make them 3D you can, but it is not necessary for the activity. Students can use yarn as laces,  add color using paint or markers, add special design elements using beads, sequins, ribbon, etc.
    ImproveStudents will use  the SCAMPER technique, to make improvements to  their design. SCAMPER stands for Substitute, Combine, Adapt, Modify (Also magnify and minify), Put to another use , Eliminate, and Reverse.
    Closure / Student ReflectionsStudents will place their shoe design on top of the graph paper and trace the footbed onto the paper.  Students will find the area by counting the number of square units within the lines.   The teacher will model first and show students various methods to determine the area of the shoes when partial units are used.  The teacher can also show students that the area does not change even though the perimeter shape changes.  To do this the teacher will demonstrate by using yarn or string to outline the shoe print that has been traced on the graph paper.  Then cut the string so that it fits around the footbed.  Next,  use additional graph paper to create a rectangle or square with the same piece of string and count the units.  They will be the same. Here is an example. Allow students the opportunity to try using their own shoe.
    Possible Modifications / ExtensionsIncorporate ELA  by having students read the following passage about shoe design, shoe marketing, ect. An Interview with Nike’s Phil KnightAllow students to visit shoe websites to look at different styles and designs, learn more about the company, etc.  Possible sites to view: New Balance,  Nike,  Adidas