# Baseball Statistics

**Course(s)/Subject(s)**: Mathematics and English

**Grade Level(s)**: Seventh and eighth grade

**Key Words**: Technology, Spreadsheet, Percentages, Data Analysis, Poetry, Editorial, and Persuasion

**Developer(s) Name**: Becky Groom and Denny Berry

**School**: Joyce Kilmer Middle School

**Attached Files**: Editorial Rubric

**Approximate Time Frame**: Five 47 minute periods

**Materials/Equipment Needed**: Computer Lab

**Description of Lesson (includes context)**: After reading “Casey at the Bat” and discussing the sports “hero,” students use the Internet to research real baseball heroes. In groups, students compare individual baseball players’ hitting and/or pitching statistics and nominate one baseball hero per group. Students then justify their conclusions by creating spreadsheets and generating graphs of the data. Finally, students individually write a short editorial which incorporates a graph and tells why their player is a hero based on overall achievement as well as statistics.

(Extension: Students prepare a slide show using graphs and the editorial to convince the Baseball Hall of Fame committee that their player belongs in that organization.)

**LESSON OUTLINE
1. What is the objective of this lesson**?

**VA FCPS POS Standards**: Mathematics 1, 3, 4, 5, 6, 7

English: 1, 3, 4, 5

**VA FCPS POS Benchmarks**: Mathematics 1.4, 3.1, 3.2, 3.3, 4.1, 5.1, 6.1, 7.1

English: 8.1-1, 8.1-2, 8.1-4, 8.3-1, 8.3-2, 8.3-3, 8.4-1, 8.4-2, 8.4-4, 8.5-1, 8.5-2

**VA FCPS POS Indicators**: Mathematics 1.4.1, 1.4.2, 3.1.1, 3.1.2, 3.2.2, 3.3.1, 3.3.2, 4.1.2, 5.1.2, 6.1.1, 6.1.2, 7.1.2,

English: Read a variety of forms: drama, poetry, novel, short story, nonfiction

Write a variety of forms

Select words and content appropriate to purpose, audience, form

Use sentence structure, form, and word choice to enhance meaning

Defend and support opinions

Synthesize information from multiple sources

**VA FCPS SOL(s) (including Computer/Technology)**: Mathematics: 8.4, 8.13, 8.18

English: 8.3, 8.4, 8.5

Computer Technology: 8.1, 8.2, 8.3, 8.4

**EVIDENCE**

**2. What will we examine as evidence of students’
knowledge and/or skill**?

** Product(s)**: Graph, Editorial (Possibly Slide Show)

** Performance(s)**: Spreadsheet

** Other**:

**DIRECTIONS**

**3. What exactly will the students and teacher do during
the lesson**?

Directions to students for proceeding with the lesson:

- Read “Casey at the Bat” and discuss Casey as a hero.
(English)

- Research and choose a player to bring to your group from the
ESPN SportsZone site - http://espn.sportszone.com. As a group,
make comparisons and decide on one
“hero.”(Mathematics)

- Using the player chosen in Mathematics class, research further
information about that player’s overall achievement.
(English)

- Create and use a spreadsheet to generate graphs
displaying/comparing the chosen player’s statistics against
other players considered. (Mathematics)

- Using the writing process (prewrite, draft, revise, and edit),
mini-lessons on persuasive writing and the rubric, draft an
editorial that argues the chosen player is a baseball hero. Import
the graph created in Mathematics. (English)

Directions to teacher/administrator using the lesson?

- Prerequisites: a. Enlist the help of PE teachers in ensuring
that all students know the basic rules and conventions of
baseball. b. Mathematics teacher should have completed the
spreadsheet unit in
*Great Expectations*and have discussed using percents as comparisons. c. English teacher should have taught newspaper writing and how to use persuasion in editorials.

- Read “Casey at the Bat” aloud to students; elicit
discussion on the mock epic and the hero. (English)

- Bring students to the computer lab to conduct research.
Students should print statistics regarding the player of their
choice. (Mathematics)

- Students convert the raw statistical data into percentages and
then compare percentages to arrive at a consensus baseball
“hero.” (Mathematics)

- Bring students to the lab to conduct research. Students should
take notes from the text at the ESPN web site. (English)

- Students need to choose no more than three baseball
statistical categories (i.e., hitting, ERA, strikeouts) and create
graphs which demonstrate their players’ excellence in those
categories. (Mathematics)

- Using the rubric (see attachment), instruct the students in
editorial writing. Have students draft their editorials, revise in
peer writing groups, and exchange with partner editors.
(English)

- Import the Mathematics graph into the revised editorial. Print
the final draft.

**APPROPRIATE ACCOMMODATIONS/MODIFICATIONS**

**4. What options in presentation(s) and/or response(s)
are suggested in order to provide the opportunity for all students to
demonstrate achievement of the benchmark(s) and indicator(s)**?

In lieu of the editorial, students could write one persuasive
paragraph in support of their chosen baseball “hero.”
(English)

Students could choose one category of baseball statistics to graph.
(Mathematics)