Sky Sox Questions
Durham Bulls
Time Warner Cable
Education Day
Lesson Book
2005
Thank you for participating in the fourth annual Durham Bulls/Time Warner Cable Education Day. The Bulls created Education Day to give elementary and middle school students the opportunity to have a fun and educational field trip.
This lesson book was designed to offer ideas of ways baseball could be educational. Some of the lessons are designed for use at the ball game on Education Day and some may be used in the classroom for future projects. The lessons are based on the North Carolina Standard Course of Study for Grades 2nd – 8th.
This book is only designed to offer ideas to teachers. Teachers are welcome to use any of the ideas in this guide, but are not limited to it. We encourage teachers to create their own lesson plans for the day and we welcome any suggestions from teachers regarding improvement for next season.
On Education Day, the students will be provided with a folder containing the information needed to answer the suggested questions with the exception of literature for research projects. A list of books for reference on any of these research projects is available on request.
The Bulls would like to thank Mr. Mark Laskowski and the teachers of the Trinity School of Durham and Chapel Hill for their assistance in the creation of this lesson book. If you have any questions regarding this book, please contact Kevin Crittendon at (919) 687-6552 or by email at .
Table of Contents
MathematicsPage 3
Social StudiesPage 11
SciencePage 17
EnglishPage 18
2nd Grade Mathematics:
Competency Goal 1: The learner will read, write, and model numbers through 1000, and compute with numbers less than 1000.
1.03 Compare and order numbers; identify missing numbers in a sequence to 100.
Compare and order the jersey numbers of both the home and road teams. The Bulls will provide each student with a full roster complete with jersey numbers.
1.09 Indicate the value of each digit in any 2 or 3-digit number.
Most of the statistics for a hitter are either two or three digit numbers. Each child is provided with up-to-date statistics for players on both teams, including pitching and hitting statistics.
1.14 Add 3 single-digit numbers.
Students can add up the hits accumulated by the first three hitters in an inning or the amount of runs scored in any three innings of a game.
1.18 Use addition/subtraction strategies to solve problems.
There are numerous specific problems that can be solved in a baseball game. Ex. If the Red Barons have scored six runs, and the Bulls have scored two, how many runs do the Bulls need to score to tie the game?
Competency Goal 2: The learner will recognize, understand, and use basic geometric properties, and standard units of metric and customary measurement.
2.01 Describe and make plane figures: squares, rectangles, triangles, circles, hexagons, trapezoids, and parallelograms.
Draw a scale model of drawing of a baseball diamond. Identify and label all examples of geometric shapes and properties. Ex. Bases (square), Pitching Rubber (rectangle), Home Plate (Pentagon), Batting Circle (Circle), etc.
2.10 Sequence months; use the calendar to solve problems.
Students can take a game schedule and solve a number of problems. Ex. How many times do the Bulls play on Tuesdays? How many at home? If the season ends in September and begins again in April, how many months will the Bulls have off?
2.11 Tell time to the nearest half-hour using digital and analog clocks; record. Solve problems related to time.
Students can check their own watches or the game clock to measure the time of different events. Ex. If the game is scheduled to start at 1:00 PM and it actually starts at 1:05 PM, how many minutes late did the game start? If the third inning started at 1: 55 and ended at 2:10, how long did the third inning take?
2.12 Determine the value of sets of coins (pennies, nickels, dimes, quarters); record using appropriate notation.
At both the souvenir store and the concessions stands, students can check the prices of different items and record different combinations of coins. Ex. If a soda costs $1.50, list three combinations of coins you could use to buy the soda.
Competency Goal 3: The learner will demonstrate an understanding of classification, patterning, and seriation.
3.01 Sort by one or more attributes; describe rules used.
Sort the people on the playing field at a given time into three groups: Home team, visiting team, and umpires. Which is the biggest group? Which is the smallest? Look at your player statistics sheet. Sort players by their batting average. How many players are hitting in the .300’s? .200’s? .100’s?
Competency Goal 4: The learner will demonstrate an understanding of data collection, display, and interpretation.
4.01 Collect, sort, organize, and display information in charts, graphs, and tables with correct labeling.
Draw a picture of the baseball field, dividing it into nine different areas. Chart where the baseballs are hit during the game and determine which area got the most hits. This could be broken into specific areas (left field, 2nd base) or into general areas (infield, outfield, foul territory).
4.03 Collect and display data over a period of time.
Go to the Bulls website (). Find out what the Bulls record is on each day of the season leading up to Education Day and graph it on a time line based on winning percentage. For second graders, the graph should probably measure wins and losses as +/- number of games above or below .500.
4.05 Complete simple probability experiments; describe results and make predictions.
Final scores of both teams can be predicted by measuring run output in the first three innings and estimate the number of runs the teams will have scored by the end of the game.
3rd Grade Mathematics
Competency Goal 1: The learner will model, identify and compute with numbers less than 10,000.
1.05 Identify odd and even numbers; generalize ways to determine odd or even.
Using a team roster provided by the Bulls, the students can organize the players based on whether their jersey numbers are odd or even.
Competency Goal 2: The learner will recognize, understand, and use basic geometric properties, and standard units of metric and customary measurement.
2.10 Estimate and compute the cost of items up to $5.00; make change up to $5.00.
Students can visit a concession stand and the Ballpark Corner Store and add up different combinations of merchandise to equal $5.00. If the amount falls under $5.00, they must compute how much change they would receive.
2.12 Read Celsius and Fahrenheit thermometers; relate temperatures to everyday situations.
The Students can check the temperature on the Fahrenheit thermometer reading in centerfield at different points during the game. Based on the reading, along with how warm or cold it feels, they can determine whether or not it was a good temperature to be outdoors watching a baseball game.
Competency Goal 4: The learner will demonstrate an understanding of data collection, display, and interpretation.
4.01 Gather and organize data from surveys and classroom experiments, including data collected over a period of time.
Students can create a survey with questions about baseball and the Durham Bulls. They can give the survey to different family members and friends, then compile and record their answers.
Ex. Is baseball your favorite sport? If no, then what sport is?
How many Durham Bulls games do you attend in a season? (0-5, 6-13, 14-28, 29-60, 60+)
4.06 Construct and use time lines to display sequences of events.
The Durham Bulls will provide students with a copy of the team’s history. Each student will create a time line of that history, with each student deciding on their own what points in the history are important to include.
4.07 Describe the probability of chance events as more, less or equally likely to occur.
After examining the statistics of the Durham Bulls, students must determine the probability of certain plays in a game. Ex. If the Bulls shortstop makes one error for every 20 chances, what is the probability he will make an error today if he gets 10 chances?
4th Grade Mathematics
Competency Goal 1: The learner will read, write, model, and compute with rational numbers.
1.03 Model and identify the place value of each digit in a multi-digit numeral to the hundredths place.
Look at the earned run average of both starting pitchers. Which digit represents the tenth place value? The hundredths?
1.04 Model, identify, and compare rational numbers (fractions and mixed numbers).
Breakdown a game schedule in fractions and percentages. Ex.: ½ of the season was played at home; The Bulls have won 58% of their games; 33% of the Bulls opponents play in the South Division.
1.12 Identify missing factors in multiplication facts.
Many questions could be devised here. Ex. If a player has five games to get 20 hits, how many hits per game does he need? 5x=20.
1.15 Multiply 2- or 3- digit numbers by 1-digit numbers or a 2-digit multiple of 10.
Looking at the box score, there are multiple opportunities to project certain statistics over the course of a week, a month, or a season. Ex. Brian Becker had 2 doubles today. If he has two doubles a game over the next 15 games?
1.16 Divide using single-digit divisors, with and without remainders.
If the Bulls play 30 games in one month, and have five starting pitchers, how many games will each pitcher start in a month?
Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry, and standard units of metric and customary measurement.
Students can identify many of these items on the field of the DurhamBullsAthleticPark. There are foul lines, angles between basepaths, billboards, home plate (obtuse and acute), etc.
Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability, and data analysis.
4.01 Interpret and construct stem-and-leaf plots.
Students can create stem-and-leaf plots from the numbers on the Bulls jerseys. They can also determine which of the jersey numbers are prime numbers.
4.02 Display data in a variety of ways including circle graphs. Discuss the advantages and disadvantages of each form including ease of creation and purpose of the graph.
Throughout the game, students should record where the baseball is hit. They can do it by home team, by inning, base hits, or all contact. Then, create a circle graph depicting the different areas of the field where the ball was hit. They can break it into regions (left, center, right) or by position.
4.05 Use range, median, and mode to describe a set of data.
Each student will be given a sheet with the team’s statistics. The students could pick the statistic of their choice (doubles, triples, stolen bases), and determine the range, median, and mode.
5th Grade Mathematics
Competency Goal 1: The learner will understand and compute with rational numbers.
1.04 Estimate and solve division problems with 2- and 3- digit divisors; explain solution.
Using the stat sheet and the box score from the game on Education Day, the students can calculate the player’s individual batting averages. They could also calculate the team average for the game.
1.06 & 1.08 Find multiples, common multiples, and least common multiple of numbers; explain. Identify prime and composite numbers less than 100.
Students can examine the Bulls roster and determine which of the jersey numbers are prime numbers. They can also look for the multiples, common and least common multiples.
1.10 Compare and order numbers with decimals to the thousandths place; explain solution.
Organize the players on the Durham Bulls from the highest batting average to the lowest batting average.
1.15 Estimate results and compute sums and differences with decimal numbers.
Take two players and subtract the lesser batting average from the greater batting average to show the difference. This operation can also be done with pitchers’ earned run averages.
Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry, and standard units of metric and customary measurement.
2.03 Use concrete and pictorial representations and appropriate vocabulary to compare and classify polygons and polyhedra; create models of polyhedra (cubes, cylinders, cones prisms, and pyramids.)
Looking around the ballpark, students can find many examples of polygons and polyhedra. As they walk around the ballpark, they can find examples of all of these and then share what they found in class the next day.
2.07 Model proportions by reducing or enlarging drawings using grids.
On Education Day, students will be given a sheet showing the sizes of different items with the same shape, such as the pitching rubber and the dugout. Students can then determine the proportional differences in size.
Competency Goal 3: The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation.
3.02 Identify and use the rules for divisibility.
Use these rules to calculate a player’s batting average.
Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability and data analysis.
4.05 Determine the mean of a given set of data using a calculator when appropriate.
Using the statistics sheet, students can select any of the statistical categories to calculate the mean.
6th Grade Mathematics
Competency Goal 1: The learner will understand and compute with rational numbers.
1.02 Relate fractions, decimals, and percents.
Each student will be given a copy of the Bulls schedule. The schedule, combined with the team’s record, will give them numerous opportunities to relate fractions, decimals, and percents.
Ex. # of home games
# of games played on Saturday
1.03 Compare and order fractions, decimals, and percents.
Using the statistics sheet, compare and order the player’s batting averages, slugging percentage and/or on-base percentage. Students can also order pitcher’s earned run averages.
1.13 Translate word problems into number sentences and solve. Explain solutions.
Many word problems can be created after a day at the ballgame. Ex. Paul Hoover had two hits today and Greg Martinez had three. If they continue that pace for the next four games, how many hits will they have? (2+3) x 4 = 20.
Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry, and standard units of metric and customary measurement.
2.09 Calculate areas of triangles, parallelograms and circles.
The Bulls will provide the diameter and radius of areas on the playing field (batting circles, pitchers mound). Students will then be asked to calculate the area.
Competency Goal 3: The learner will demonstrate an understanding of patterns, relationships, and algebraic representations.
3.06 Identify and use patterning as a strategy to solve problems.
Ex. Matt Diaz is batting .400 this season. If he has five at-bats in today’s game, and gets one hit in his first two at-bats, how many hits is he likely to get in his last three at-bats.
Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability, and data analysis.
4.02 Analyze data using spreadsheets.
Using the team’s statistics sheet, identify the players leading the team in each category.
7th Grade Mathematics
Competency Goal 1: The learner will understand and compute with real numbers.
1.05 Write and solve proportions.
Ex. Pete LaForest has four hits in six at-bats. Brooks Badeaux has eight hits in twelve at-bats. Which player has the highest batting average?
Competency Goal 3: The learner will demonstrate an understanding of patterns, relationships, and fundamental algebraic concepts.
3.01 Evaluate algebraic expressions.
Ex. Brooks Badeaux is batting .284 this season. If he has 213 at bats this season, how many hits does he have?
Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability, and data analysis.
4.02 Compare and relate bar graphs and histograms.
Using the team statistics page, create a bar graph showing each players total in a given statistical categories.
8th Grade Mathematics
Competency Goal 1: The learner will understand and compute with real numbers.
1.11 Simplify algebraic expressions.
Ex. The Durham Bulls had 24 hits in today’s game, all accounted for by seven players. If Brian Hunter had six hits, and the other six players split the other hits equally, how many hits did each of those six players have?
Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry, and standard units of metric and customary measurement.
2.02 Calculate distances and areas from scale drawings and maps.
Using a map of the eastern United States, calculate the distances between Durham and other cities in the International League. Also, calculate how many miles the Bulls must travel on a road trip to two or more cities.
2nd Grade Social Studies
Competency Goal 1: The learner will exhibit attributes of good citizenship in the classroom, school, neighborhood, and community.
1.3 Compare good citizenship in the classroom and school to neighborhood and community citizenship.
Before attending Education Day, classes should discuss ideas of what is good citizenship in the classroom and in the community. Included in this lesson are comparisons to good sportsmanship on the playing field. At the game, students can observe and record instances of good sportsmanship between the Bulls and their opponent.
Competency Goal 4: The learner will apply the concepts of authority, responsibility, and justice to democratic societies.