Understanding Batting Averages: A Math Lesson on Percentages and Ratios in Sports, Study notes of Reasoning

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W 522

PERCENTAGES ARE A HIT

Percentage, Ratios and Sports

Aaron Spurling, UT/TSU Extension 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development

3

Percentages Are a Hit

Percentage, Ratios and Sports

Skill Level Intermediate, 6th^ Grade

Learner Outcomes The learner will be able to:  Explain batting averages.  Calculate batting averages.  Write batting averages as ratios, decimals, percentages.

Educational Standard(s) Supported Math 6.RP.A.

Success Indicator Learners will be successful if they:  Determine the highest batting average given a box score for a softball or baseball game.

Time Needed 30 Minutes

Materials List  Local newspaper with box scores or data from a local game if available  Internet Access  White Board or Chalk Board  Calculator  Paper and Pencils

Introduction to Content

Author

Aaron Spurling, UT/TSU Extension 4-H Youth Development.

Tennessee 4-H Youth Development

This lesson gives real-life applications for working with percentages and ratios in a sport setting, which interests many students. In this lesson, students will convert ratios to percentages and use ratios to add, subtract, multiply and divide.

Introduction to Methodology

This lesson uses modeling and hands-on approaches to aid students’ comprehension. The lesson begins with assessing students’ prior knowledge of ratios before calculating batting averages and determining the highest batting average for a given game.

Prepared using research based practices in youth development and experiential learning.

PERCENTAGES 3

Life Skill(s)

6 th^ Grade

Understand the meaning of the information. (Head Thinking)

Understand the methods and skills for learning. (Head Thinking)

Use the senses to gain new information or find new ways to use information. (Head Thinking)

Identify/clearly define a problem or situation. (Head Thinking)

Send and receive information using speech, writing, gestures, and artistic expression. (Heart Relating)

Use basic reading, writing, arithmetic, and mathematical skills. (Hands Working)

Share

Ask the students the following questions:

 How did we use ratios to compare hitters? Should we consider any other factors?

 What are some issues you think may have contributed to a player’s performance?

Apply

 Did this activity reveal the success of a player’s hitting ability?

 How can we use ratios in other ways in real life?

Process

 What does the ratio represent?

 Why are batting averages useful?

Generalize

 If we have a box score for other sporting events can we use this process to determine success? Why or why not?

 Can we use ratios for other events not relating to sports?

Supplemental Information

Educational Standards Met

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations)

W 522 04/18 18-0080 Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal opportunities in programs and employment.