Mathematics of Baseball
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 scouts, 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 Title (District):||Mathematics of Baseball|
|Course Title (NCES SCED) :||Foundation Math—Other|
|Course Provider :||Michigan Virtual|
|Content Provided By :||Michigan Virtual|
|Online Instructor Provided By :||Michigan Virtual|
|Standards Addressed :||CCSS, MMC|
|Ailgnment Document :||https://drive.google.com/open?id=1fks2N2IHiYsgOnbZSkyJZmGT8heDc4zkejE0Yu3URB8|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://slp.michiganvirtual.org/|
|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
- Create a google sheet with specific formatting and use of basic equations.
- Calculate the measure of central tendency.
- Analyze the effect of outliers on a spread of data.
- Students will calculate variance and explain what variance says about a data set.
- Students will form and support an opinion on the use of sabermetrics in baseball.
- Calculate standard deviation and explain what it says about a data set.
- Students will create box and whisker plots based on given data sets.
- Students will create and analyze two-way frequency charts and relative two-way frequency charts.
- Students will calculate and compare the pitching statistics ERA and WHIP.
- Analyze pie graphs and histograms.
- Create data displays.
- Create scatter plots in Google sheets and find the equation of trendlines.
- Predict outcomes based on linear regression.
- Analyze data displays as they relate to baseball.
- Solve for sides of right triangles use the Pythagorean Theorem.
- Apply the Law of Cosines to find distances in triangles.
- Calculate distance, rate and time.
- Calculate average rate of change of a function.
- Write linear equations to model distance with respect to time.
- Write quadratic equations to model the height of a ball with respect to time.
- Solve proportions.
- Create scale drawings
- Calculate and analyze ratios statistics in baseball.
- Create exponential models using Google Sheets.
- State the difference between correlation and causation.
- Form and defend arguments in regard to correlation and causation.
- Use models and data displays to make predictions.
- Calculate basic probability.
- Find probability of independent and dependent events.
- Find expected value and use it to make decisions in baseball.
- Write a short research paper
- Compile and analyze baseball statistics.
Upon completion of this course, students will be able to…
INACOL Online Course Quality Standards
|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.|
|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.|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.|
|Multiple learning resources and materials to increase student success are available to students before the course begins.|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.|
|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.|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.|
|Privacy policies are clearly stated.|
|Online instructor resources and notes are included.|
|Assessment and assignment answers and explanations are included.||cgreen|
|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.|
|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.|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.|
|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.|
|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.|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||cgreen|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.|
|Grading rubrics are provided to the instructor and may be shared with students.|
|The grading policy and practices are easy to understand.|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.|
|Clear and consistent navigation is present throughout the course.|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.|
|Prerequisite skills in the use of technology are identified.|
|The course uses content-specific tools and software appropriately.|
|The course is designed to meet internationally recognized interoperability standards.|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.|
|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).|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.|
|The course is updated periodically to ensure that the content is current.|
|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.|
|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.|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.|
|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.|
|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.|
|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.|
|Students are offered an orientation for taking an online course before starting the coursework.|
Review Conducted By : Quality Matters
Date of Review : 03/27/2019
Unit 1: Statistics in Baseball
Unit 2: Analyzing Statistics in Baseball
Unit 3: Representing Data Graphically
Unit 4: Rates and Distance in Baseball
Unit 5: Ratios in Baseball
Unit 6: Modeling in Baseball
Unit 7: Probability in Baseball
Unit 8: The History of Baseball
Unit 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|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Up to 25 days after term start date.||60% or higher||Accelerated||01/29/2020||06/26/2020|
|The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund.||Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher.||Semester||04/01/2020||11/02/2020|
|The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund.||Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher.||Trimester||04/01/2020||10/19/2020|
|The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund.||Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher.||Trimester||04/01/2020||01/04/2021|
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.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/