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Learning outcomes

The students will use ACC Basketball statistics to learn how to create and edit a spreadsheet. They will then use this spreadsheet to analyze the data.

Teacher planning

Time required for lesson

1.5 hours

Materials/resources

  • calculator
  • 11×17-inch paper
  • ruler
  • pencil
  • folder for each group
  • multimedia or overhead projector
  • daily sports section of a newspaper
  • construction paper
  • markers

Technology resources

computers with internet, word processing software, and spreadsheet software

Pre-activities

The students should have already had some practice converting fractions to decimals and decimals to percents.

Activities

  1. Before the ACC basketball season begins, list all of the teams on the board with three lines under each team. All the students’ names are put into a jar. As names are pulled out, they may choose the team they want and the teacher will write their name under the name of that team (but no more than three per team). This may have to be adjusted according to the size of the class. You want to make sure that all teams in the conference are covered and that there are at least two students for each team.
  2. The students will first use the 11×17-inch paper and pencil to create a table that looks like a spreadsheet. Graph paper works well or have students use a straightedge to keep rows and columns organized.) The teacher should demonstrate it on the board. The column headings should be:
    • Week Of
    • Opponent
    • Points Scored
    • 3-point Goals Scored
    • Rebounds
    • Attendance
    • Field Goals Made
    • Field Goals Attempted
    • Field Goal Fraction
    • Field Goal Decimal
    • Field Goal Percentage
    • Free Throws Made
    • Free Throws Attempted
    • Free Throw Fraction
    • Free Throw Decimal
    • Free Throw Percentage
    • Player Most Points
    • Player Most 3-point Goals
    • Player Most Rebounds
    • Player Most Assists.
  3. Ask the students what the basketball terms mean and discuss them. Some students will know what they are, but not all of them will.
  4. Once a week, the students will find the boxscores for their team. These can be found either on the internet (see the links section) or in the sports section of the newspaper the day following the game. They will need to be shown how to find the information they need in a boxscore. This is best demonstrated on the board. I usually make an copy of an example of a boxscore to project and also give the students a copy of it. As the different sets of data are pointed out on the board, the students circle and label the parts on their sheet. They then keep these sheets to use as reference during the unit. In addition, those sports-knowledgeable students that you have can help those that need more help with this.
  5. My students collect data every Monday for the games their team played the week before. For this assignment, a week begins on Sunday and ends on the following Saturday. This gives enough time for all boxscores to be available.
  6. During the months of November and December, the groups will look up the data in the boxscores (using either the internet or newspaper) and record it on their paper-pencil spreadsheet tables. They may use calculators to convert fractions to decimals and decimals to percents. They will keep all their data for the entire season in a folder that is kept in a box with all the other groups’ folders so if someone is absent on Monday, the other group members can get the folder to do their data for the week.
  7. After each group has finished recording their data for the week before, all the students will come together to analyze and discuss the data for the week. They have to find the mean, median, mode, and range of the numerical data. They also have to compare everyone’s data to find the following information:
    • which team scored the most points in a game
    • which team scored the least points in a game
    • which team made the most 3-points goals in a game
    • which team had the most rebounds in a game
    • which team had the least rebounds in a game,
    • which team had the highest attendance at a game
    • which team had the highest field goal percentage in a game
    • which team had the lowest field goal percentage in a game
    • which team had the highest free throw percentage in a game
    • which team had the lowest free throw percentage in a game
    • which player scored the most points in a game
    • which player made the most 3-point goals in a game
    • which player had the most rebounds in a game
    • which player had the most assists in a game
  8. After the students have figured out this information, they use the markers and construction paper to record it and put it up in our classroom. It can also be broadcast on the morning announcements so the entire school can hear the results.
  9. During these two months, I also use their paper-pencil spreadsheet table to teach them the parts of a spreadsheet and how to write formulas for them.
  10. In January, the students go to the computer lab and use their paper/pencil spreadsheet table to make an actual computer spreadsheet including the formulas. We have already worked on this during class so it usually goes very smoothly.
  11. After this, I sign up for the computer lab every Monday. The students will do just as they have been doing, except now they put their data on the computer. We then have the discussion right there in the lab so they can see their spreadsheets for the information they need. Remember to have them save their spreadsheets!
  12. This is done every week during the basketball season until the ACC Tournament.
  13. Right before the ACC Tournament, each group must use their data to write a paragraph about their team, including its strengths and weaknesses. They type it and print it out. Then the class puts all of them together and produces an ACC Basketball Tournament Preview Newsletter. The students will then use this newsletter to help them predict the winners for each of the games during the tournament. This is done individually, not as a group.

Assessment

One way the goals are assessed is by observation during the weekly data time. I walk around while the students are filling in their data and check for accuracy. During the discussion, I check to make sure that they do have the correct data before it is recorded on the construction paper and put on the morning announcements. Also the students’ paper-pencil spreadsheet tables are taken up and checked in December before they begin putting the data on the computer. Then I check their spreadsheets on the computer for accuracy twice during the unit. The paragraphs are checked by me for content and the students’ language arts teacher for grammar and spelling before it is put into the newsletter.

Supplemental information

The approximate time that is required each week for this unit is one and a half hours. The ACC basketball season runs for approximately fifteen weeks from the middle of November to the middle of March.

Comments

I have used this unit successfully for regular, inclusion, and AIG classes. Most students really enjoy it. Even those students that do not know anything about sports, hate sports, and really let you know how they do not want to do this usually end up enjoying it and learning a lot. I teach in a school with block scheduling where I teach the same math class for the entire year.

  • Common Core State Standards
    • Mathematics (2010)
      • Grade 6

        • Statistics & Probability
          • 6.SP.5Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative...
      • Grade 7

        • The Number System
          • 7.NS.2Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy...
          • 7.NS.3Solve real-world and mathematical problems involving the four operations with rational numbers.1

  • North Carolina Essential Standards
    • Information and Technology Skills (2010)
      • Grade 6

        • 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information. 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.)....
      • Grade 7

        • 7.TT.1 Use technology and other resources for assigned tasks. 7.TT.1.1 Use appropriate technology tools and other resources to access information. 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers,...

North Carolina curriculum alignment

Computer Technology Skills (2005)

Grade 6

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.09: Identify, discuss and use WP/DTP terms/concepts (e.g., minimize document, resize document, toggle between two open documents on the desktop). Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.03: Use spreadsheet terms/concepts and functions to calculate, represent, and explain content area findings. Strand - Spreadsheet
    • Objective 2.04: Use proper keyboarding techniques to improve accuracy, speed and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

Grade 7

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.09: Demonstrate knowledge that spreadsheets are used to process information in a variety of settings (e.g., schools, government, business, industry, mathematics, science). Strand - Spreadsheet
    • Objective 1.10: Use spreadsheet and graphing terms/concepts to present and explain content area assignments. Strand - Spreadsheet
    • Objective 1.12: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.13: Demonstrate knowledge and use of WP/DTP terms/concepts (e.g., columns, tables, using multiple files and/or applications) to create and publish assignments/projects. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.03: Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.04: Demonstrate knowledge and use of WP/DTP features (e.g., columns, tables, headers/footers) to format and publish content projects/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.07: Demonstrate use of WP/DTP features/functions to design, format, layout, and publish assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

Mathematics (2004)

Grade 6

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.01: Develop number sense for negative rational numbers.
      • Connect the model, number word, and number using a variety of representations, including the number line.
      • Compare and order.
      • Make estimates in appropriate situations.
    • Objective 1.02: Develop meaning for percents.
      • Connect the model, number word, and number using a variety of representations.
      • Make estimates in appropriate situations.
    • Objective 1.03: Compare and order rational numbers.
  • Goal 4: Data Analysis and Probability - The learner will understand and determine probabilities.
    • Objective 4.01: Develop fluency with counting strategies to determine the sample space for an event. Include lists, tree diagrams, frequency distribution tables, permutations, combinations, and the Fundamental Counting Principle.
    • Objective 4.06: Design and conduct experiments or surveys to solve problems; report and analyze results

Grade 7

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.01: Develop and use ratios, proportions, and percents to solve problems.
    • Objective 1.02: Develop fluency in addition, subtraction, multiplication, and division of rational numbers.
      • Analyze computational strategies.
      • Describe the effect of operations on size.
      • Estimate the results of computations.
      • Judge the reasonableness of solutions.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.
    • Objective 4.02: Calculate, use, and interpret the mean, median, mode, range, frequency distribution, and inter-quartile range for a set of data.
    • Objective 4.03: Describe how the mean, median, mode, range, frequency distribution, and inter-quartile range of a set of data affect its graph.
    • Objective 4.05: Solve problems involving two or more sets of data using appropriate statistical measures.

Grade 8

  • Goal 1: Number and Operations -The learner will understand and compute with real numbers.
    • Objective 1.01: Develop number sense for the real numbers.
      • Define and use irrational numbers.
      • Compare and order.
      • Use estimates of irrational numbers in appropriate situations.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including scatterplots) to solve problems.
    • Objective 4.03: Identify misuses of statistical and numerical data.