fantasybaseball.pdf

# Place the four tag board bases around the room each

• 18

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few innings of a baseball game and discuss some of the plays and players. Place the four tag board bases around the room. Each student should receive a copy of the Robin Ventura baseball card (or a baseball card of a player of your choosing ) and a copy of the Baseball Card Glossary. Point out that the terminology in the glossary matches the terminology on the baseball card. Have students demonstrate their understanding of the definitions of the terms in the glossary by playing a simulated game. These terms include: hit (H), double (2B), triple (T), homerun (HR), runs batted in (RBI), base on balls (BB), strikeout (SO), and stolen base (SB). The other terms which are included in the glossary should also be discussed at this time. These additional terms will probably be very easy for students to understand

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PBS MATHLINE ® MSMP Fantasy Baseball-Part 1: Lesson Guide Page 3 and master. They include year (YR), TEAM, games (G) and official at bats (AB). Average (AVG) will be discussed later. Place students in small groups where they further discuss the glossary terms. Have them closely scrutinize the data of the sample player based on the definitions of these terms. This should strengthen their familiarity with some of the baseball terminology, while at the same time making them keenly aware of how an understanding of decimals, ratios, and statistics enable them to make decisions based on mathematics. To prepare students to be able to make informed decisions about trades, line-ups etc., it is essential to have them focus on some comparative relationships which are called key statistics . To begin this process, review ratios and proportions. Following this review, distribute the Player Comparison Chart and Player Guidelines. The Player Guidelines should be used to assist students in the evaluation and discrimination of players based on their interpretation of the data. Systematically discuss and compute the following key statistics . Make sure that students understand why these statistics are so important and the theoretical implications embedded in their values. Batting Average (AVG) H AB On-Base Percentage (OB%) ( H + BB) (AB + BB) Cumulative at Bats (CUM. AB) AB + BB HR : CUM. AB (unit ) Ratio HR = 1 AB + BB x SO : CUM. AB (unit) Ratio SO = 1 AB + BB x Note: The HR : CUM. AB and the SO : CUM. AB are computed to represent unit ratios so that there is a clearer picture of what is happening in the homerun and strikeout categories. Therefore, if the unit ratio is known, the manager will have some theoretical idea of what performances to expect from a player based on his past performances. To assess students interpretation of these ratios, have them determine the most favorable performances of this player and why. When assessing the HR: CUM. AB (unit) Ratio, is it more favorable to have the unit compared to a larger number or smaller number? Likewise, when assessing the SO : CUM. AB (unit) Ratio, is it more favorable to compare the unit to a larger number or smaller number?
PBS MATHLINE ® MSMP Fantasy Baseball-Part 1: Lesson Guide Page 4 For practice, provide students with the data for a another baseball player.

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• Fall '17
• Statistics, player, fantasy baseball, PBS MATHLINE®

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