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Mission Statement:

Mission Statement: The goal of Math Day is to use the game of baseball to get students excited about math.  The event is focused on middle school level math and features a pre-game PowerPoint presentation, game log with baseball-related example problems, and a take home “exam” for students.

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Mission Statement:

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  1. Mission Statement: The goal of Math Day is to use the game of baseball to get students excited about math.  The event is focused on middle school level math and features a pre-game PowerPoint presentation, game log with baseball-related example problems, and a take home “exam” for students. Throughout the game we demonstrate how math not only relates to the real world but the major roles it plays in baseball.  Students will learn how to calculate batting averages, ERA’s and slugging percentages, and will solve distance problems using the field of play.

  2. North Carolina Department of Education Standard Course of Study Math Standards: 6.1.04 Develop fluency in addition, subtraction, multiplication and division of non-negative rational numbers; 7.1.02 Develop fluency in addition, subtraction, multiplication and division of non-negative rational numbers South Carolina Academic Standards for Mathematics Math Standards: 6-2.2 Understand integers; 7-2.8 Generate strategies to add, subtract, multiply, and divide integers; 8-2.1 Apply an algorithm to add, subtract, multiply, and divide integers Objective: Students will use addition, subtraction, multiplication, and division to find out different combinations of food and merchandise items they could purchase at Knights Stadium with bringing only $50 to the game. Materials on Deck: Concessions menu [Appendix A], merchandise list [Appendix B], Acquisition Journal [Appendix C], sheet, pencil, calculator [if necessary] Batting Practice: Review the ideas of addition, subtraction, multiplication, and division and when it is appropriate to use each of the operations. Have your parents ever given you $50 to spend any way you wanted? Today, you will be able to plan how you will spend $50 at Knights Ballpark. Use the concession and merchandise list for items and prices to help you determine what food items you may want to purchase. Create a list of the possible combinations of items you can purchase with the $50. Challenge yourself to try to get as many items as you can without having money left over. You may work with a partner and be sure to check each other’s work. Play Ball! During the game, students should use their lists to help them purchase food items, trying to stay under the $50 mark. Students should keep a log of what they purchased at the game and how much money they had left after that purchase [similar to balancing a check book]. Extra-Innings Students get out of their log items they purchased. Generate a class list of the number of items purchased and how much money was left over. Show the best combinations to get more for their money. Students create posters showing how they spent their $50 at the game, which can be hung up for others to view. Lesson 1How can you spend your $50?

  3. Charlotte Knights Concession Menu APPENDIX A Concession Food/Snacks Hot Dog Smoked Sausage Corn Dog Pretzel Nacho Grande Popcorn Peanuts Candy French Fries Cracker Jacks The Grill Footlong Basket Chicken Tender Basket Italian Sausage Basket Grilled Chicken Sandwich Basket Family Pack $3.00 $5.00 $4.00 $5.00 $3.00 $4.50 $3.00 $3.00 $1.00 $2.00 $6.00 $6.00 $6.00 $6.00 $20.00 Beverages Small Soda Regular Soda Souvenir Soda Bottled Water Powerade $3.00 $3.50 $4.00 $3.50 $3.50 $2.00 Ice Cream Novelty Ice Cream Large Helmet Dippin Dot Small Dippin Dot Soft Serve Helmet Soft Serve Cup $2.50 $5.75 $4.00 $3.50 $2.50

  4. Charlotte Knights Team Store APPENDIX B Apparel Men’s Tee Men’s Jersey Men’s Shorts Women’s Tee Women’s Hoodie Women’s Jersey Youth Tee Youth Jersey Youth Sweatshirt Youth Hoodie Hats Fitted Adult BP Flex-Fit Visor Youth Hat $28.00 $30.00 $23.00 $16.00 $19.50 $19.50 - $24.00 $75.00 $25.00 $19.50 - $24.00 $36.00 $40.00 $15.00 - $19.50 $54.00 $8.00 $30.00 Mascot Playground Ball Coloring Book Bobble Head Tattoos Backpack $6.50 $1.25 $8.50 $3.50 $16.50 Miscellaneous Mini Bats Souvenir Baseballs Team Sets Foam Hands Megaphone $6.00 $4.00 - $6.00 $5.50 $5.00 $3.25 Sports Bottle Bat Pen Pencils/Sharpie Logo Bands Beads $10.00 $3.00 $6.50 $3.50 - $12.00 $2.25

  5. APPENDIX C Use this food journal to keep track of the food and merchandise you purchase during the game at Knights Ballpark. Keep track of the inning you purchased your food/merchandise, what item(s) you purchased, how much it cost, along with how much money you have left over after each purchase. Amount of Money you brought to the game: $ _______________________ Amount Remaining After the Game: $ _______________________ Acquisition Journal

  6. North Carolina Department of Education Standard Course of Study Math Standards: 7.4.01Collect, organize, analyze and display data (including box plots and histograms) to solve problems; 7.4.05 Solve problems involving two or more sets of data using appropriate statistical measurements; 8.4.01 Collect, organize, and display data (including scatter plots) to solve problems South Carolina Academic Standards for Mathematics Math Standards: 6-6.2 Organize data in frequency tables, histograms, or stem-and-leaf plots as appropriate; 7-6.2 Organize data in box plots or circle graphs as appropriate; 8-6.2 Organize data in matrices or scatter plots as appropriate Objective: Students will collect and analyze two sets of data from a Charlotte Knights game and display that data in a histogram, box and whisker plot, and scatter plot. Students will display and analyze their data, and will then develop questions for others to answer about their data. Materials on Deck: Purchase Tally Chart [Appendix D], Charts [Appendix E, F, G], pencil, crayons/colored pencils. Batting Practice: Review the various ways of collecting and displaying data. Ask students questions about the importance of collecting, analyzing, and displaying data. Play Ball! Students will observe what food items and merchandise items fans are purchasing in the stands at the Knights game and keep a tally chart of how many of the items they see being consumed around them throughout the game. Extra-Innings Take the information collected at the game via the tally chart, and have the students display their information in a poster by constructing a box plot, histogram, or scatter plot. Once the display is created, students are to come up with three questions about the data for other students to analyze. Lesson 2Dragon Data

  7. APPENDIX D What are the fans buying? Keep track of what you see fans purchasing as you watch the game.

  8. APPENDIX E Displaying Your Data

  9. APPENDIX F Displaying Your Data

  10. APPENDIX G Displaying Your Data

  11. Lesson 3 Knights on the Move North Carolina Department of Education Standard Course of Study Math Standards: 6.1.04 Develop fluency in addition, subtraction, multiplication and division of non-negative rational numbers; 7.1.02 Develop fluency in addition, subtraction, multiplication and division of non-negative rational numbers South Carolina Academic Standards for Mathematics Math Standards: 6-2.2 Understand integers; 7-2.8 Generate strategies to add, subtract, multiply, and divide integers; 8-2.1 Apply an algorithm to add, subtract, multiply, and divide integers Objective: Students will analyze distances from Knights Ballpark to other International League cities to which the Charlotte Knights must travel. Geographical terminology will be used to describe directions and measurements. Materials on Deck: Table of International League Teams [Appendix H], Charlotte Knights Schedule [Appendix I], Computer with Internet access Batting Practice: Review the different types of measurements we use in our daily lives to explain length, width, and distance. Explain that the Knights have to travel to different cities to play away games. Show the map of the International League. Have the children identify all of the states that host a team in the International League. Ask what measurement you would use to describe the distance traveled by the Knights on their way to away games (miles). Ask them to do the following with the information from the chart: 1) order the distances from least to greatest and be able to identify the location that’s the closest and the one that’s the furthest; 2) Find the mode, median, and range of the numbers; 3) Complete the table of distances traveled to teams in the International League. Play Ball! Identify key points of the ballpark that are North, South, East and West of their seats. Extra-Innings Using the Knights schedule, look at the next road trip and determine the total amount of miles traveled on the next leg of their schedule.

  12. APPENDIX H International League Travel Chart

  13. Use the information from the International League Travel Chart [Appendix] to help you solve the following: • Today, the Knights are playing the Durham Bulls. How long did it take for the Bulls to travel from Durham to Charlotte on a bus traveling 65 miles per hour? • 2. Each season, the Charlotte Knights fly 315 miles to Columbus, OH to play the Columbus Clippers. If they are traveling at an average speed of 350 miles per hour, how long will it take the Knights to reach Columbus? • 3. The Knights traveled to Gwinnett, GA on April 14th to play the Gwinnett Braves. They arrived 3 hours and 45 minutes after leaving Knights Stadium. How fast did they travel? • 4. The Knights are traveling to Norfolk, VA to play the Tide on July 2nd. Since school is out for the summer, your family is taking a vacation to cheer on the Knights at the beach! • First pitch is at 7:15 PM. You stop a half of a hour for lunch, and three times for gas, which takes 12 minutes per stop. What time do you need to leave your house to be in Norfolk by first pitch?

  14. Lesson 4 Smarter than your AVERAGE Dragon North Carolina Department of Education Standard Course of Study Math Standards: 6.5.02 Use and evaluate algebraic expressions; 7.1.01 Develop and use ratios, proportions, and percents to solve problems; 7.5.04 Develop fluency in the use of formulas to solve problems South Carolina Academic Standards for Mathematics Math Standards: 6-3.3 Represent algebraic relationships with variables in expressions, simple equations, and simple inequalities; 6-6.3 Analyze which measure of central tendency (mean, median, or mode) is the most appropriate for a given purpose; 7-2.8 Generate strategies to add, subtract, multiply, and divide integers; 7-3.6 Represent proportional relationships with graphs, tables, and equations; 8-2.1 Apply an algorithm to add, subtract, multiply and divide integers; 8-3.2 Represent algebraic relationships with equations and inequalities Objective: The students will find averages of data used in their lives and in real world settings. Materials on Deck: Team scorecard [Appendix J], Pitcher scorecard [Appendix K], student test scores in one subject area, pencil, paper, calculator [optional], computer with internet access, www.charlotteknights.com. Batting Practice: Introduce the idea of finding averages of collected data. Ask for students’ input on what we find averages for in our lives. Solve a sample problem of finding their average in Math. Give them their test scores to help find their average grade. Then show how to calculate the average from a fraction. Give an example of a Knights player who hits 4 for 5 in a game. What would his batting average be for that game? Model how to solve the problem. Using the Charlotte Knights website, click “Stats.” Using probability terms of “likely”, “unlikely”, “certain” and “impossible”, go through the players and looking at their batting averages, predict who will probably get hits, and who probably won’t get hits. Play Ball! Students pick a position and keep track on the scorecard of how many hits and at bats the position gets throughout the game. Extra-Innings: Using the data from the scorecard from the game, find the batting average of that position. Which position had the best batting average of the game? Which position will likely get a hit next game, based on the data?

  15. APPENDIX J Finding the Batting Average Batting Average: to find the Batting Average (BA) of a player you must take the number of Hits (H) the player has and divide that number by the number of At Bats (AB) the player holds. Total Hits = AVERAGE for the game Total At-Bats Select one of your favorite Charlotte Knights players. Record each AB and H for the Charlotte Knights starting line-up to calculate their BA’s for today’s game.

  16. APPENDIX K Finding the Earned Run Average Earned Run Average: to find the ERA you must take the Earned Runs (ER) and divide that number by the amount of Innings Pitched (IP). Once you’ve found that number, multiply it by 9 (the amount of innings in a regulation baseball game). Earned Runs x 9= AVERAGE for the game Innings Pitched Calculate the ERA for the starting pitcher, and any of the Charlotte Knights relief pitchers that enter the game today.

  17. Data Analysis & Probability Using these stats from the 2010 season, find the Mean, Median, & Mode for the Hits and Runs of the 5 Knight’s Players. Hits Mean ______ Median______ Mode ______ Runs Mean ______ Median______ Mode ______ Using the information provided in the table, write equations to help find the total number of extra base hits each player had for the 2010 season.

  18. Lesson 5 Dimensions at Knights Stadium North Carolina Department of Education Standard Course of Study Math Standards: 6.1.04 Develop fluency in addition, subtraction, multiplication and division of non-negative rational numbers; 6.2.02 Solve problems involving perimeter/circumference and area of plane figures; 7.1.01 Develop and use ratios, proportions, and percents to solve problems; 7.1.02 Develop fluency in addition, subtraction, multiplication, and division of rational numbers; 8.3.02 Apply geometric properties and relationships, including the Pythagorean Theorem, to solve problems South Carolina Academic Standards for Mathematics Math Standards: 6-5.4 Apply strategies and procedures to estimate the perimeters and areas of irregular shapes; 7-2.8 Generate strategies to add, subtract, multiply, and divide integers; 7-5.1 Use ratio and proportion to solve problems involving scale factors and rates; 8-2.1 Apply an algorithm to add, subtract, multiply, and divide integers; 8-2.7 Apply ratios, rates, and proportions; 8-4.1 Apply the Pythagorean theorem Objective: Students will examine how everyday geometric concepts, such as circumference, area, perimeter, and diameter, apply to baseball and the real world. Students will analyze characteristics of the baseball playing field and interpret data in terms of fundamental geometric operations. Materials on Deck: Geometric Property Chart [Appendix L], Scale Drawing of Minor League Baseball Stadium [Appendix M], pencil, paper, calculator [optional]. Batting Practice: Review the basic concepts of perimeter, circumference, area, diameter, etc. Have the students visit Ballparks.com and compare the distances of outfield fences throughout some of the legendary ballparks (Yankee Stadium, Fenway Park, Wrigley Field, etc…). How do the current major league stadiums compare with the stadiums of years ago? With Little Leaguefields? Ask students to compare and contrast how the dimensions of baseball fields differ from basketball courts, football fields, hockey rinks and soccer fields. Play Ball! At the game, have students write down the various geometric shapes they see around the stadium, and chart them in the Geometric Property Chart [Appendix H]. Extra-Innings: Have students refer to their Geometric Property Charts. What formulas can be used to solve the areas, perimeters, circumferences, surface area, etc. (if applicable), of each of these shapes? HOMERUN CHALLENGE: Have students visit Ballparks.com again. Have students design their own baseball stadium, complete with notations and distances and simulate a baseball game on the students' products.

  19. APPENDIX L Geometric Property Chart Keep note of the various shapes at Knights Stadium at the Math Day game.

  20. Field of Dreams Refer to the scale drawing of Knights Stadium [Appendix F]. Using the information provided, solve the following: 1. If it takes a player 2.5 seconds to run to each base, how long would it take him to reach third base? 2. If a player bunts a ball 1/4th of the way back to the pitcher’s mound, how many feet does the ball travel? 3. It is 325 feet from home plate to the right field foul pole. Knowing this information, how far is it from 1st base to the right field foul pole?

  21. APPENDIX M APPENDIX M Scale Drawing

  22. ______ ft x 1st Base ______ft Home Plate How far does the catcher need to throw the ball from Home Plate to 2nd base? Fill in the blanks using the scale drawing to help solve the problem.

  23. Area, Ordered Pairs, Attributes of Geometric Figures • 1. Plot the following points on the coordinate grid and label each. • A (2,2) • B (2,6) • C (6,9) • D (10,6) • E (10,2) 2. Connect the points to make the Knights home plate. Name the polygon tha was formed________________. 3. Draw a line of symmetry on home plate. What shape (s) do you see now? 4. Identify two lines that are parallel______________ and ______________. 5. Identify two lines are perepediculater ____________ and ____________. 6. Find the area of home plate by first finding the area of the trapezoid. The area of a trapezoid can be found by using the formula h(b1 + b2)/2. Because the trapezoids are symmetrical you can find the area of one trapezoid and double that to find the area of entire pentagon.

  24. Coordinate Grid

  25. Lesson 6 Persuasive Writing Prompt Objective: The students will reflect on their experience at Math Day and share their thoughts on how Math and Baseball relate, and the significance of Math in Baseball. Materials on Deck: Persuasive Writing Prompt [Appendix N], pencil/pen. Batting Practice: Before the game, have the students write down a few ways they think Math and Baseball relate. Ask them if Math is relevant to Baseball, and if so, how? Why is Math important in everyday life? Play Ball! At the game, have students track a player and keep their stats and consider why are stats important? Extra-Innings: Have the students share their ideas on why Math is so important in Baseball. Have them discuss their findings and observations with other students. Generate a class discussion of the importance of Math in Baseball.

  26. APPENDIX N Persuasive Writing Now that you’ve attended the Math Day game at Knights Stadium, how do you think Math and Baseball relate? Consider the following questions as you write: What was your favorite part about Math Day? What did you enjoy learning the most? What did you find the most unusual or interesting? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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