Mathematics of Baseball-Retired
Course Description:
Baseball is a game of numbers on the field and off. Every run, hit and error has been carefully recorded for more than 100 years. Drawing on this wealth of statistics, this course uses mathematics to explore the history of our National Pastime. The course uses basic and applied mathematics skills including mean, median, mode, graphs (line graphs, bar graphs, pie graphs, and scatter plots), ratios and proportions, conversions, scale drawings and spreadsheets. The baseball topics include reviewing the history, statistics, base running, coaching decisions, biographies of Hall of Fame inductees and field design. This course was developed using the resources of the National Baseball Hall of Fame in Cooperstown, New York.
Course Details:
| Course Title (District): |
Mathematics of Baseball-Retired |
| 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 |
| Alignment Document : |
http://media.mivu.org/mivhs/alignchart/math/mathofbaseball.pdf |
| Academic Terms : |
Semester, Trimester, Accelerated |
| NCES SCED Code : 02049 |
| Subject Area : |
Mathematics |
| Course Identifier : |
Foundation Mathematics—Other |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
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.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description: NA
Upon completion of this course, students will be able to:
- evaluate scale drawings;
- create a timeline of events in baseball history; and
- apply mathematics to make coaching decisions about baseball.
iNACOL National Standards for Quality Online Courses
| Course, Unit and Lesson Design |
Rating
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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. |
Fully Met
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| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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There are Gizmos, conversation expectations, and 21st century tools. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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This course has different approaches to learning math by connecting it to baseball. There is use of actual data applied to real-world math. Students are asked to evaluate data and draw inferences or compare outcomes. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
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There is not a lot of differentiation of activities to accommodate students' needs. It is not clear where the instructor revises plans to review or reteach. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Instructional and Audience Analysis |
Rating
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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| Communication and Interaction |
Rating
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| 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. |
Fully Met
|
The course provides opportunities for students to introduce themselves to the instructor. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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The instructor provides resources for the students that enrich the content, online statistics, etc. |
| 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. |
Partially Met
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There are more learning objectives than are stated in the syllabus but they are always measurable in multiple ways. It is recommended to show what specific standards are going to be met in the class and inserting those into the syllabus. |
| 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. |
Partially Met
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There is not a spot in the course that shows how the content and assignments are aligned with state content standards. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Partially Met
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It is not clear in the course that the content shows and/or meets the standards being addressed. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Partially Met
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There needs to be more math review resources. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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| 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. |
Fully Met
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|
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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| Privacy policies are clearly stated. |
Fully Met
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| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
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| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| 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. |
Fully Met
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| Instructor and Student Support |
Rating
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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. |
Fully Met
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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| 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. |
Fully Met
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| 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. |
Fully Met
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| 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. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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| Evaluation Strategies |
Rating
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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The course provides methods for students to show their understanding of the content, but it would be nice to see more assessment of the content to show that students truly grasped the concepts. |
| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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Students take quizzes, do projects, and write reflections. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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Some rubrics are more specific than others throughout the course. |
| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
Rating
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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Additional and supplemental lessons could be added and announced. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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| User Interface |
Rating
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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The inning concept makes a clear schedule and the back button works logically. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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There are video and informational websites included. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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| Prerequisite skills in the use of technology are identified. |
Fully Met
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The course shows what type of graphing students will be doing throughout the course. |
| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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| Accessibility |
Rating
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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). |
Fully Met
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| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
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Review Conducted By: Michigan Virtual
Date of Review:
07/23/2014
- Inning 1 - History of Baseball
- Inning 2 - Statistics of Baseball
- Inning 3 - Graphing Statistics of Baseball
- Inning 4 - Speeds of Baseball
- Inning 5 - Ratios of Baseball
- Inning 6 - Salaries of Baseball
- Inning 7 - Scenarios of Baseball
- Inning 8 - Trivia of Baseball
- Inning 9 - Hall of Fame Inductees
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Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
