One student chooses a target length that is up to 10 inches or 30 centimeters. They begin to draw a line. Their partner tells them to stop drawing when they think the line is equal to the target measurement. Both students measure the line to the nearest whole unit and find the difference between the target measurement and the actual length. The difference becomes the score for the student who told their partner when to stop. The student with the lower score after eight rounds wins.

One student chooses a target length in quarter inches that is up to 10 inches. They begin to draw a line. Their partner tells them to stop drawing when they think the line is equal to the target measurement. Both students measure the line to the nearest quarter inch and find the difference between the target measurement and the actual length. The difference becomes the score for the student who told their partner when to stop. The student with the lower score after eight rounds wins.

One student chooses a target length in eighth inches that is up to 10 inches. They begin to draw a line. Their partner tells them to stop drawing when they think the line is equal to the target measurement. Both students measure the line to the nearest eighth inch and find the difference between the target measurement and the actual length. The difference becomes the score for the student who told their partner when to stop. The student with the lower score after eight rounds wins.

One student chooses a target angle. They begin to create an angle by turning the circle template. Their partner tells them to stop when they think the angle is equal to the target measurement. Both students measure the angle and find the difference between the target measurement and the actual measurement. The difference becomes the score for the student who told their partner when to stop. The student with the lower score after eight rounds wins.

One student spins a spinner and makes a fraction that is less than 1, with the given denominator. The target angle measurement is that fraction of 180 degrees. (For example, if a student gives a target fraction of \(\frac{5}{6}\), the target angle measurement is 150 degrees.) The student begins to create an angle by turning the circle template. Their partner tells them to stop when they think the angle is equal to the target angle measurement. Both students measure the angle and find the difference between the target measurement and the actual measurement. The difference becomes the score for the student who told their partner when to stop. The student with the lower score after eight rounds wins.