The Great Mini-Golf Project requires students to use a ruler to identify measurements to the quarter-inch, with careful precision and accuracy, which supported the Standards for Mathematical Practice 5 and 6: using appropriate tools to solve mathematical problems with precision (NGA Center & CCSSO, 2010). This project also supported Standard for Mathematical Practice 4 by giving the students an opportunity to model with mathematics. The students were given a real-world problem of designing their own golf course hole, and they had to use what they knew about both playing golf and mathematics to create a prototype of a realistic design. This project sparked students' interest and encouraged collaboration to solve an authentic, engaging real-world mathematical problem. This article examines the goal of this project to introduce and scaffold the learning of geometry and related skills earlier in the school year. This included having students create and analyze a line plot and understand the attributes, classifications, and sub-categories of two-dimensional figures (5.MD.B.2, 5.G.B.3, and 5.G.B.4, respectively [National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA Center & CCSSO), 2010]).