Chinle Unified School District #24



STEM Extended Learning Lesson Plan21st Century/JOM POUNCE Academic Standards: 6.M.NS.B.03: The Highly Proficient student can fluently add, subtract, multiply and divide multi-digit numbers including multi-digit decimals using the standard algorithm for each operation and assesses the reasonableness of the result.6.M.NS.B.02: The Highly Proficient student can fluently divide multi-digit numbers including multi-digit decimals using the standard algorithm and assesses the reasonableness of the resultNavajo Culture Connection: In our culture it is important to understand the current state of our society. One aspect that is important in government and politics and impacts people living on the Navajo Nation is the current unemployment rate. To understand statistics such as this one, it’s very important to understand the parts that make up this calculation. The U.S. Bureau of Labor Statistics determines this by the sum of the employed (number of people working or actively seeking work) and unemployed (don’t have a job) within a society. There are several reasons why people have a hard time finding work or seek work. If more Dine’ people understood, it is possible we would elect leaders that would make reducing unemployment a priority.Vocabulary: Statistics, average, percent, analyze, trendStudent Friendly Objective: “I can represent and solve problems involving multiplication and division also, use place value understanding and properties of operations to perform multi-digit arithmetic to find batting average.”STEM Career Connection (Anticipatory Set – emphasize how you will make this career a relevant possibility for students. How will you inspire them through this part of the lesson?):To create meaning from number data or statistics is an important skill. If you can solve, analyze and interpret data well people do get paid very well such as in sports management, sales, also in the healthcare field such as being a supervisor or manager that has to create a budget and the need to see trends and anticipate the needs of an organization to keep running. Activity Description:Students Do:Teacher Does:I DoStudent will listen to direction and receive materials for the activity. They will:Learn some basics to the concept of averages (equation for batting average BA= hits / at batsLearn how to use the batting average formula with some examples from the teacher. Teacher will set up activityDistribute one baseball card and calculator to each student. (Use offensive player cards NOT pitcher cards)Next, distribute a coin, calculator and worksheet *to each groupTable Worksheet:Toss NumberHeadsTails12345678910We DoStudents will work in groups or pairs.With the table worksheet and a coin each group will determine which side is “heads” and “tails.”Goal of the activity is for students to see how often they can toss a coin and have it land on “heads.”Appoint a “scorer” for the group and a “pitcher.” The “pitcher” will toss the coin (10) times. After each toss, the “scorer” will mark if each toss resulted in “heads” or “tails.”Count the number of times the toss turned up “heads.” Set up a fraction showing the average number of tosses that turned up “heads” and use the calculator to compute the average:Average number of tosses landing on “heads” = number of “heads” results/total number of tosses. With the class, go over and present the concept of averages (BA= H/ AB). Discuss what the average is for the following scenarios:*5 hits out of 10 at bats (Answer= 50%)*40 hits out of 100 at bats (Answer= 40%)*200 hits out of 1, 000 at bats (Answer = 20%)Use the statistics from the BASEBALL CARDS to discuss how good a player is based on his batting average (BA or AVG on cards) Discuss the influence of the “AB” value in establishing a useful indicator of the quality of a player. You DoYou will create a graph showing the results with your group. Check students understanding of batting average and results from coin tosses. Also, check for accuracy of student made graphs showing the results of each station. Assessment:Teacher check list when observing students working independently and when working together with a partner figuring out batting averages with the coin flips. Closure:Ticket Out Question:Discuss short term and long term averages and hitting streaks. Give the scenario to students to answer, “One week ago, a player had a season average of 0.300. Since then, he has had 10 “at bats” and only one hit. Is his current season average higher or lower than 0.300? How many hits would he need to have to keep his 0.300 batting average?Field Trip Opportunity (include potential student competitions):If baseball season, you could take students to a baseball game (local middle school or high school games or minor league or MLB such as in Albuquerque home of the Isotopes or in Phoenix home of the Diamondbacks!) to calculate players batting averages. Partners: Some possible outside resources to work with and promote interest in math statistics would be visiting local Jr. colleges (Dine’ College, NPC, NTU) to provide possible career paths that stress statistics analysis. Timeframe:To complete the lesson you will need (1) 50 minute class sessions. Resources Needed:-Lab Notebooks-calculators-baseball cards-coins*Lesson modified from Arizona Diamondbacks Science of Baseball Curriculum, Lesson #4-Baseball Statistics (Arizona Board of Regents, September 8, 2014). ................
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