The Baseball
Calculator Webquest
Computer Class 611/841
Mr. Penza, Instructor |
A Technology Plan with elements of
Mathematical Thinking,
Microsoft Excel, and Baseball Stat Calculation.
Designed for a Middle to High School
classroom.
The NCTM Framework Standards
employed:
·
Develop fluency in operations with real numbers, vectors, and
matrices, using mental computation or paper-and-pencil calculations for simple cases
and technology for more-complicated cases.
·
Judge the reasonableness of numerical computations and their
results
·
Draw reasonable conclusions about a situation being modeled
·
Compute basic statistics and understand the distinction between
a statistic and a parameter.
Lesson Objective: To introduce the student to the relationship of MLB
batting statistics, and then incorporate this understanding by applying formula
concepts and analysis in a Microsoft Excel Spreadsheet.
Tasks:
1. Click on the following link and read the
presentation.
2. Now click on this link. This is the Los Angeles Dodgers web
site. Search around to find the team
statistics page. You will need this
page to gather input for your calculations.
Print out the page so you can refer back.
3. Now click the Calculator on
the Navigator bar (left). Try out some
numbers to see how it works.
4. See if you can figure out how
the Calculator is figuring each of the OUTPUT values.
5. Are some of your calculated
values not exactly correct? Why do you
think that is?
6. Once you are comfortable with the statistics,
click on the Submit button (left),
answer the questions and submit to your instructor.
GRADING RUBRIC
|
20 POSSIBLE POINTS
|
SCORE |
UNDERSTANDING |
EXCEL FORMULAS |
WORKSHEET Q & A |
COMMENTS |
|
4 |
Student can execute and
explain all formulas with high efficiency. |
Outstanding effort on task. Quickly figures formulas with
accuracy. |
Consistent Performance Excellent answers provided. |
|
|
3 |
Student can develop formula
but has a little trouble communicating the concepts. |
Formulas are slowly understood
with extensive concentration. |
Good answers. Correct most of
the time. Some error in logic. |
|
|
2 |
Student has trouble completing
all formulas, but seems to communicate a general understanding. |
Formulas are not completely
understood. Effort is being made. |
Averages in the 50% range for
accuracy. More effort required to
grasp concepts. |
|
|
1 |
Student is not able to develop
the formula to arrive at an answer. |
No sign of formula knowledge
or effort. |
No valid answers
supplied. Poor effort. |
|
|
TOTALS |
|
|
|
|