"Principles and Standards for School Mathematics" states that in the middle grades "measurement concepts and skills can be developed and used throughout the school year rather than treated exclusively as a separate unit of study" (National Council of Teachers of Mathematics 200, p. 241). This article describes a collaborative activity that combined a mathematics class and a technology design class in a setting that encouraged creativity, problem solving, and divergent thinking. The students in the math class had just completed a unit on calculating surface areas and volumes, and were expected to be able to use formulas to find the surface area and volume of basic three-dimensional shapes. The technology students had been working on the IDEATE design process, which gives six specific steps that students should follow in a design project: (1) Identify and define the problem; (2) Develop the design brief; (3) Explore possible alternatives; (4) Accumulate and assess the alternatives; (5) Try out the best solution; and (6) Evaluate the results. In this collaborative activity, forty-five students from both classes, grouped into teams of three or four, were instructed to design and build a container to hold ice for 24 hours and to keep it from melting. The maximum volume of the container, the amount of water to freeze, and other restrictions were also given. Instructors were extremely pleased with the results of this unit, finding it to be a good interdisciplinary mix of mathematics and technology. The setting allowed students to practice content-area skills that they had learned in each class, as well as use higher-order thinking skills. Extensive use of analysis, synthesis, and evaluation, the top three levels of thinking skills in Bloom's taxonomy, were evident on a daily basis throughout the project. (Contains 6 figures.)