# Read to students from sections of the world of sports

This preview shows pages 4–8. Sign up to view the full content.

then select View Online; Balancing a Box Score is located on page 22. • Read to students from sections of The World of Sports Statistics by Arthur Fried- man with Joel H. Cohen. The book gives an entertaining look at sports, players and fans as seen through the eyes of a sports statistician. See lesson 4 in this section, “Math in the Sports Pages,” to figure various percent- ages, which also sometimes appear in box scores. References Benson, M., ed. 2001. 2002 Men’s NCAA Basketball Records. Indianapolis: National Col- legiate Athletic Association. Suggested Readings Friedman, A., J.H. Cohen. 1993. The World of Sports Statistics. Encore Editions.

This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document
From NCAA Basketball Fast Break: Lessons Across the Curriculum With the NCAA, © 2003, NCAA. 171 Basketball Box Scores Name_____________________________________________ Date______________________ Ever wonder how to read and check the box score that appears in the newspaper the day after a basketball game? Sports statisticians are responsible for making box scores. Complete this box score for a past Division I men’s championship basketball game. Directions 1. Fill out the total points (TP) column. Follow the example here. • Begin with Team B’s Player 1. Find the number of 2-point field goals he made. Total field goals made: 7 Total 3-point field goals made: 1 ¨ Subtract 1 from 7. Total 2-point field goals made: 6 Total free throws: 3 • Compute how many points Player B made. TP = (3 3-point field goals) + (2 2-point field goals) + FT = (3 1) + (2 6) + 3 = 3 + 12 + 3 = 18 2. Find the totals for each column. Add carefully since the numbers are not lined up perfectly. 3. To verify the totals, compute the team’s total points using the same method you just used to compute the individual totals.
From NCAA Basketball Fast Break: Lessons Across the Curriculum With the NCAA, © 2003, NCAA. 172 Team A FG-FGA FTM-FTA RB PF TP Player 1 7-13 1-3 8 2 _____ Player 2 5-9 0-1 11 4 _____ Player 3 8-15 6-8 11 4 _____ Player 4 2-11 3-4 3 2 _____ Player 5 4-17 2-3 4 1 _____ Player 6 2-6 0-0 3 3 _____ Player 7 0-0 0-0 1 4 _____ Player 8 0-0 0-0 8 0 _____ Team Totals _____ _____ _____ _____ _____ Team B FG-FGA FTM-FTA RB PF TP Player 1 7-14 3-6 11 1 _____ Player 2 8-17 0-1 3 3 _____ Player 3 0-1 0-0 2 1 _____ Player 4 3-5 2-3 4 2 _____ Player 5 5-15 4-6 3 4 _____ Player 6 2-3 2-3 3 3 _____ Player 7 5-9 2-3 12 3 _____ Team 4 Totals _____ _____ _____ _____ _____ Halftime: Team B: 35, Team A: 33. Three-point field goals: Team A: 4-22 (Player 1: 4-8, Player 3: 0-1, Player 4: 0-8, Player 5: 0-4, Player 6: 0-1); Team B: 9-27 (Player 1: 1-5, Player 2: 5-9, Player 4: 1-1, Player 5: 2-11, Player 6: 0-1). Officials: Scott Thormley, Frankie Boudreaux, Ed Corbett. Attendance: 45,994

This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document
From NCAA Basketball Fast Break: Lessons Across the Curriculum With the NCAA, © 2003, NCAA. 173 Third Grade–Fifth Grade Math The Net in Sports and in Math Students will score in visualizing three-dimensional objects when they practice with nets of polyhedrons. National Standard: NM.K-4.1, NM.K-4.2, NM.K-4.3, NM.K-4.9, NM.5-8.12. Skills: Solving problems, using models to verify and defend answers, visualiz- ing the solid given the net Estimated Lesson Time: 40 minutes Teacher Preparation • Duplicate the Net: A Word With Many Meanings worksheet on pages 176-177 for each student.
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

### What students are saying

• As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

Kiran Temple University Fox School of Business ‘17, Course Hero Intern

• I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

Dana University of Pennsylvania ‘17, Course Hero Intern

• The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

Jill Tulane University ‘16, Course Hero Intern