Mathematics of Baseball
Course Description:
In this course, students will learn about the mathematics found in baseball using Google Sheets as well as other tools and software. Topics will include a study in statistics, analyzing measures of central tendency as well as two-way frequencies tables. Students will work as a scout, analyzing rates and speeds as found in the sport and as general managers, analyzing trends and making math-based decisions. Students will also work as team managers, looking at probabilities of independent events and trends in data. Finally, students will research the history of baseball, and complete a culminating final project.
Course Details:
| Course Title (District): | Mathematics of Baseball | ||||||||||
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| Course Title (NCES SCED) : | Foundation Mathematics—Other | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Common Core State Standards, Michigan K-12 Mathematics Standards, Michigan Merit Curriculum | ||||||||||
| Alignment Document : | https://docs.google.com/spreadsheets/d/e/2PACX-1vTUg5FcwAzUko_fEWZWzRhZ7NWPcU4IwkI9HzrObvmqeSD-ecSVju9aM6wG5lPQYJeqqa1-zTyLT2gw/pubhtml | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 02049 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- CO1: Calculate measures of central tendency, variance, and standard deviation, and assess the impact of outliers on data sets
- CO2: Interpret data displays, including box-and-whisker plots, pie charts, histograms, scatter plots, and two-way frequency tables
- CO3: Calculate and compare baseball statistics such as ERA and WHIP, and use sabermetrics to make informed evaluations of player performance
- CO4: Apply mathematical models to real-world situations by writing and solving linear and quadratic equations, including those modeling distance, height, and time
- CO5: Solve triangle problems using strategies such as the Pythagorean Theorem and Law of Cosines
- CO6: Calculate distance, rate, time, and average rate of change
- CO7: Predict outcomes by calculating basic, independent, and dependent probabilities and expected value, and by using linear regression and exponential models
- CO8: Create Google Sheets with correct formatting, basic formulas, and functions to organize and display data, including scatter plots and trendlines
- CO9: Write short research papers that calculates and interprets baseball statistics, using data displays and models to make and defend predictions
- CO10: Compare correlation and causation, and defend arguments using real data and statistical reasoning
- CO11: Design and produce research projects on the history of baseball, including timelines, major players, and historical developments
- CO12: Evaluate current and historical baseball statistics to interpret trends and relate them to modern standards
- CO13: Construct scale drawings and solve problems using proportions and ratios related to sports and real-world applications
- CO14: Develop arguments and support opinions on statistical methods in baseball, including but not limited to the role of sabermetrics
- CO15: Create visual and statistical models to predict player performance and outcomes in baseball contexts
- CO16: Organize and sequence data for analysis, using appropriate displays and formats to illustrate key mathematical relationships and conclusions
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Pilot: Review Pending | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Pilot: Review Pending | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Pilot: Review Pending | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Pilot: Review Pending | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Pilot: Review Pending |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Pilot: Review Pending | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Pilot: Review Pending | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Pilot: Review Pending |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Pilot: Review Pending | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Pilot: Review Pending | |
| Privacy policies are clearly stated. | Pilot: Review Pending |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Pilot: Review Pending | |
| Assessment and assignment answers and explanations are included. | Pilot: Review Pending | cgreen |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Pilot: Review Pending | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Pilot: Review Pending |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Pilot: Review Pending |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Pilot: Review Pending |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Pilot: Review Pending | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Pilot: Review Pending | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Pilot: Review Pending | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Pilot: Review Pending | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Pilot: Review Pending | |
| Students are offered an orientation for taking an online course before starting the coursework. | Pilot: Review Pending |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Pilot: Review Pending |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Pilot: Review Pending |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Pilot: Review Pending | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Pilot: Review Pending | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Pilot: Review Pending | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Pilot: Review Pending | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Pilot: Review Pending |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Pilot: Review Pending | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Pilot: Review Pending | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Pilot: Review Pending |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Pilot: Review Pending | cgreen |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Pilot: Review Pending | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Pilot: Review Pending |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Pilot: Review Pending | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Pilot: Review Pending |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Pilot: Review Pending | |
| Grading rubrics are provided to the instructor and may be shared with students. | Pilot: Review Pending | |
| The grading policy and practices are easy to understand. | Pilot: Review Pending |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Pilot: Review Pending | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Pilot: Review Pending |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Pilot: Review Pending | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Pilot: Review Pending |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Pilot: Review Pending | |
| Prerequisite skills in the use of technology are identified. | Pilot: Review Pending | |
| The course uses content-specific tools and software appropriately. | Pilot: Review Pending | |
| The course is designed to meet internationally recognized interoperability standards. | Pilot: Review Pending | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Pilot: Review Pending |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Pilot: Review Pending |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Pilot: Review Pending |
Review Conducted By: Quality Matters
Date of Review:
03/27/2019
Module 1: Statistics in Baseball
Module 2: Analyzing Statistics in Baseball
Module 3: Representing Data Graphically
Module 4: Rates and Distance in Baseball
Module 5: Ratios in Baseball
Module 6: Modeling in Baseball
Module 7: Probability in Baseball
Module 8: The History of Baseball
Module 9: End of Game Project
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 25-26 | 74 | 72 | 97.3% | |
| 24-25 | 70 | 66 | 94.29% | |
| 23-24 | 56 | 55 | 98.21% | |
| 22-23 | 63 | 62 | 98.41% | |
| 21-22 | 101 | 99 | 98.02% | |
| 19-20 | 98 | 82 | 83.67% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. Students will also need access to Google Sheets.
Ensure that your school or district network and device administrator establishes network access permissions or exceptions for online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Allow List
Please review the Michigan Virtual Technology Requirements.