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## #3667. Baseball Relationships - Using Scatter Plots

Mathematics, level: Middle
Posted Sun Feb 12 17:05:05 PST 2006 by Lance Curry (curryls@pickens.k12.sc.us).
Easley High School, Easley, SC, USA
Materials Required: Paper, Pencil, Graphing Calculator
Activity Time: 50 - 60 mins
Concepts Taught: scatter plots, slope, intercept, linear equation, regression

1) Algebra I CP
2) Baseball Relationships -- Using Scatter plots
3) Goal(s)
Having a grasp on the concept of slope as rate of change and determining slope and intercepts from graphs, tables, and algebraic representations are big ideas for Algebra 1. Also, interpreting the meaning of slope and intercepts in different situations including real-life situations is key to a student's total understanding of those concepts. Using real-life situations can help the students enjoy mathematics more which is an affective goal for my class.

4) Objectives
Students will improve in their knowledge and skills in the following:
 Use data sets to determine functional (systematic) relationships between quantities. (IA2)
 Represent relationships among quantities using tables, graphs, and equations including representations involving spreadsheets and graphing calculators. (IA4)
 Represent, display, and interpret data using scatterplots including representations on graphing calculators and computers. (IB4)
 Write a linear equation that fits a data set, check the model for "goodness of fit," and make predictions using the model. (IB5)
 Develop the concept of slope as rate of change and determine slope from graphs, tables, and algebraic representations. (IIB1)
 Interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs. (IIB2)
5) Materials Required
Students need to bring:
Paper
Pencil
I, the teacher, will provide graphing calculators for the students, use the computer with projection screen, and the dry erase board.
6) Procedures
 Focus (approx. 5 mins.)
I will first start off the class talking about the recent events in the baseball playoffs (i.e. a homerun to win the game). Then I will pose the question: Does the number of homeruns hit during the regular season affect a team's winning percentage?
 Exploration (approx. 10-15 mins)
I will first let the class speculate on the question, receiving their feedback and discussion of the problem, and then I will show in Excel the data that I have collected for the students to analyze and ask them to construct a scatter plot with a graphing calculator (data can be found at http://www.espn.com/ or http://www.baseball-reference.com/ ). I will lead the class in setting up the calculators to graph the data and find a line of best fit. Have someone use the overhead calculator to draw the graph and regression line and outline it on the dry erase board.
 Discuss (approx. 25 mins)
 Talk about the term winning "percentage" and lead the class to refine the term to winning ratio.
 Discuss the equation of the line
 Determine the slope and what it means
 Determine the y-intercept and what it means
 Show other graphs and talk about their slopes and intercepts
 Reflect (approx. 20 mins.)