Article
Courtesy of Tough Mudder

Muddy Moves

Nationwide, kids participate in a muddy obstacle course

By Krystnell Storr
From the Special Collections Issue

Learning Objective: Students will determine the appropriate tool and reasonable unit of measurement for given scenarios.

Lexile: 870L; 560L

On a cool Sunday morning, Michael Ashurst, age 11, was ready to race. Almost a dozen other kids joined him. Lined up on a field, they were stretching, jogging, and doing jumping jacks.

Michael is part of a group of kids nationwide who participate in Tough Mudder’s Mini Mudder. This muddy, mile-long obstacle course is just for kids aged 5 through 12. Participants have to climb, jump, and crawl their way through eight obstacles four times each.

Mini Mudder
Watch a video about Tough Mudder's Mini Mudder race.

This year, 25 races will take place across the United States, including in Colorado, New Jersey, and Texas. Michael competed in the New Jersey race in 2018. He crawled through a long, slinky tunnel, shimmied under a gigantic net, and dunked his hands in a sticky, green substance. Between each obstacle, he ran as fast as he could.

The race was fun, but some obstacles were challenging. The monkey swing gave Michael the most trouble. Unlike regular monkey bars, it was one long metal pole. He had to use his arms to move across it.

Courtesy of Tough Mudder

When Michael made it to the final obstacle, he was tired and sweaty. Yet he kept going, pulling himself up a slippery, slanted wall using a knotted rope. Then he sprinted across the finish line, winning the race. But Michael decided he wasn’t done yet. He returned to the wall to help others get up it.

Michael was proud of what he accomplished. But there’s one thing he’d change. “I wish there was even more mud on the obstacle course!” he says.

Now You Try It

1A. Kids use a knotted rope to pull themselves up a slanted wall. What tool could you use to measure the rope’s length?

A. scale

B. thermometer

C. yardstick

D. measuring cup

1B. Which is a reasonable unit to express the rope’s length?

A. gallons

B. degrees

C. ounces

D. feet

2A. Workers transport dirt in trucks to make the Mini Mud mile. What is a tool you could use to measure the weight of the dirt in the truck?

2B. Which is a reasonable unit to express the weight of the dirt used? Explain.

3A. For the Sticky Fingers obstacle, kids dip their hands into 8 trays with slime in them. Each tray is about the size of a large baking dish. Which type of measurement represents the amount of slime that fills the tray?

A. length

B. volume

C. temperature

D. inch

3B. Which unit(s) would be reasonable to measure the amount of slime in each tray?

4A. You need to do 4 laps around the course to finish the race. Is it appropriate to measure volume to find the total distance?

4B. Which tool is most reasonable to measure the distance of the race? Explain.

video (1)
Video
Mini Mudder

Watch a video about Tough Mudder's Mini Mudder race.

Mini Mudder

Watch a video about Tough Mudder's Mini Mudder race.

video (1)
Video
Mini Mudder

Watch a video about Tough Mudder's Mini Mudder race.

Mini Mudder

Watch a video about Tough Mudder's Mini Mudder race.

Step-by-Step Lesson Plan

1. SPARK ENGAGEMENT.

Before or after reading the article, spark a discussion based on the following questions, as a whole group, in small groups, or with a partner: 

  • Do you like obstacle courses? Why or why not? 
  • What challenges might you face if you were to compete in an obstacle course where you would have to run through mud? 
  • What measurement tools would be needed to create an obstacle course? Explain. 

2. INTRODUCE THE MATH CONCEPT AND VOCABULARY.

  • What is an estimate? (a calculation that is not exact but is close enough to the actual value)  
  • A benchmark can help us make estimates about the length, weight, and volume of an object.  
  • Display the “Measurement Benchmarks” template 
  • What do you notice about this chart? Does anything surprise you? (Answers will vary.) 
  • In the U.S., we mostly use the customary system of measurement instead of the metric system that is used in other countries. The metric system includes measurements like centimeters, meters, grams, etc.  
  • Give students a few real-world scenarios, such as filling a pool with water or determining how much wallpaper is needed to cover the walls of a room. Have students discuss with a partner which measurement category each scenario involves and which unit is most appropriate. Have them explain why. Allow a few volunteers to share their responses. 

3. WORK THROUGH A SAMPLE PROBLEM AS A CLASS.

  • Have students work in small groups and display the following problem: Say the Mini Mudder creates a new obstacle that requires participants to reach their arms into a large fish tank full of mud to pull out a flag. Which measurement would be most reasonable for describing the amount of mud the tank could hold inside: 4 feet, 8 cups, 10 gallons, or 1 ton? 
  • Then have students discuss the following questions with their group: What type of measurement does this situation describe—length, volume, weight, or temperature? (volume) Which measurement(s) can you eliminate first and why? (4 feet because that is a measurement of length and 1 ton because that is a measurement of weight) Between the remaining measurements, which would be more reasonable? Explain. (8 cups would fill a small fish tank, and it would make it fairly easy to find a flag in that amount of mud. Therefore, 10 gallons would be the more reasonable measurement for the amount of mud needed to fill a large fish tank.) 

4. REINFORCE WITH MATH PRACTICE. 

Have students complete the problems on page 11 of the article. 

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