2

Version 3

January 9, 2020

© Science of Sport

Ricardo Valerdi, Ph.D. Science of Sport [email protected] www.sciencesport.org

You may not reproduce, store in or introduce into a retrieval system, or transmit, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), any part of this publication without the prior written permission of the publisher, Science of Sport. Scanning, uploading, and distribution of this book through the Internet or by any other means without the written permission of Science of Sport is illegal and punishable by law.

Developed by Contributors Dave Chamberlain Daren Heaton Mekael Wesley-Rosa Meghan Marriott

Sponsored by

3

Mavericks Science of Basketball Overview

Summary

The Dallas Mavericks Science of Basketball provides a mechanism for elementary and middle school students to improve their academic performance. Our goal is to translate the love of basketball into an appreciation, understanding, and passion of the science and mathematics underlying the sport. Through this approach, we aim to empower students who may be underperforming academically by relating core curriculum topics to their athletic strengths, capabilities, and interests. By demonstrating the natural connection between basketball, science, and mathematics, the students are encouraged to define and pursue better life choices, including the continuation of their education and even attending college. Participation in the Mavericks Science of Basketball program has the potential to improve academic achievement, provide a path to college, elevate socioeconomic status, and make Dallas an even better place to live.

Objectives

The Dallas Mavericks Science of Basketball program can be implemented either as: (1) an after school program delivered by volunteers (e.g., coaches, scientists, engineers) in partnership with teachers and parents, or (2) a supplement to classroom activities in elementary schools or middle schools. The focus on young students is motivated by the fact that this age group can still be influenced to make academic choices that will help them transition more successfully from primary to secondary education. In support of this goal, there are four objectives that drive the scope of the program.

Objective 1: Increase Student Awareness of Science, Technology, Engineering, and Math (STEM) Fields as a Future Education and Career Option

In this same spirit, the Dallas Mavericks Science of Basketball program gives students the ability to learn and apply basic academic concepts through hands-on application on the court. We strive to not only expose students to STEM fields, but to help them understand, visualize, and integrate the connection between basketball, science, and mathematics through a variety of learning styles (i.e., visual, kinesthetic, auditory). These hands-on experiences encourage continued involvement and enrollment in math and science classes that will promote academic and career pursuits in related fields.

4

Objective 2: Motivate Students to Excel Despite Obstacles

In addition to the academic objectives of the program, a parallel objective is to motivate students to excel despite social, economic, and cultural obstacles (either real or imaginary) that may prevent them from advancing their education.

Objective 3: Provide a Measurable Opportunity for Individual Transformation

We strive to provide a life-changing transformative experience for students in elementary school and middle school. Many of the targeted students could be the first in their family to pursue a college education. As such, participation in the program provides an ideal opportunity to encourage an educational path that might be unimaginable or perceived as impossible. A specific objective is to measure the impact of the program on students’ academic performance and life choices. This is accomplished by assessing each student’s math and science comprehension levels at the beginning of the program, at the end of the program, and six months after the program. We also interview the students, their teachers, and their families to determine other intangible impacts resulting from their participation in the program.

Objective 4: Establish a Framework for Sustainable Change

In order to reinforce the lessons learned at the Dallas Mavericks Science of Basketball program and maximize the likelihood of improved academic achievement, each participant is encouraged to find a mentor. The mentor engages the student in dialogue about academic and personal achievement facilitated through participation in the program.

5

Mavericks Science of Basketball Kit Items Classroom materials are organized in kits to demonstrate the corresponding basketball concepts in the context of the Math, Science, and Physical Education Standards.

Pro Hoops Basketball

Basketballs

Basketball Slingshots

25 Foot Tape Measure

Pulse Oximeter

Whistle

Stopwatch

Basketball Clipboard

Air Pump with Gauge

Agility Cones

Speed Parachute

Painters Tape

Growth Mindset Classroom Award

Water Bottle

Pencils

Stickers

Broad Jump Mat

7 Table of Contents

Lesson 1 - Jersey Numbers Scholar athletes determine whether the jersey numbers of Mavericks players are prime, composite, or neither, and determine the prime factorization of the composite numbers. (Math 5.4.A, 6.7.A)

Lesson 2 - Predict the Attendance Scholar athletes predict the average attendance of Mavericks home games. (Math 5.2.C, 5.3.H, 6.12.C; Science 6.2.E)

Lesson 3 - Playing Time Scholar athletes add fractions with unlike denominators using playing times of Mavericks players, and use a number line to visually divide an NBA game length into fractional timeframes. (Math 5.3.H, 5.3.I, 5.3.K, 6.4.F; PE 5.7.A, 6.6.A, 6.7.C)

Lesson 4 - All-Time Best Free Throw Shooters Scholar athletes compute and analyze free throw percentages of the all-time most accurate free throw shooters. (Math 6.3.E, 6.4.E, 6.4.G, G.5.A, 6.5.B)

Lesson 5 - Shooting Percentages Scholar athletes calculate the shooting percentages of Mavericks players, then calculate their own shooting percentages, from different distances. (Math 6.4.E, 6.4.F, 6.4.G, 6.5.B; Science 5.2.A, 6.2.D; PE 5.1.C, 5.1.K, 5.2.A, 6.1.F)

Lesson 6 - Average Points Per Game Scholar athletes make calculations based on points, games played, and points per game. (Math 5.3.C, 6.3.E, 6.5.A)

Lesson 7 - Geometry of a Basketball Court Scholar athletes calculate the perimeter and area using dimensions of an NBA basketball court, and outline a basketball court in a classroom using proportional reasoning. (Math 5.4.H, 5.5, 5.7, 6.4.B, 6.4.H, 6.5.A, 6.8.D)

Lesson 8 - Basketball Air Pressure Scholar athletes measure the effect that changes in air pressure have on the bounce of a basketball. (Math 5.9.B, 5.9.C; Science 5.2.C, 5.6.D, 6.2.B, 6.2.D, 6.2.E, 6.4.A, 6.8.A, 6.11.B)

Lesson 9 - Height, Weight, and Wingspan Scholar athletes create a scatterplot based on the height and weight of Mavericks players, then create a scatterplot based on scholar athletes’ heights vs. wingspans. (Math 5.9.B, 5.9.C, 6.12.C, 6.12.D; Science 5.2.C, 5.10.B)

Lesson 10 - Nutrition for Peak Performance Scholar athletes will learn the basic food groups and the relationship between a healthy diet and athletic performance. Students also learn how to read food labels and identify daily values for various food components such as fat, cholesterol, carbohydrates, fiber, sodium, protein, etc. (Science 5.3.B;

8 PE 5.4.F, 6.4.F)

Lesson 11 - Heart Rate Scholar athletes measure and compare their resting and exercise-related heart rates. (Math 5.9.A, 5.9.C, 6.4.B, 6.5.A, 6.12.B, 6.12.C, 6.12.D; Science 5.4, 6.2.A, 6.2.B, 6.2.D, 6.2.E, 6.3.A, 6.4.A)

Lesson 12 - Plus/Minus Statistic Scholar athletes rank order basketball players by their Box Plus/Minus (BPM). (Math 6.2.C, 6.3.C, 6.3.D; Science 5.2.G)

Lesson 13 - NBA Western Conference Teams Scholar athletes analyze data involving the 15 NBA Western Conference teams, their city populations, and the most number of wins for each team since the 2012-13 season. (Math 5.9, 6.12; Science 6.2.E)

Lesson 14 - NBA Player Salaries Scholar athletes calculate the approximate net salary of Mavericks players, given their gross salaries. (Math 5.10.A, 5.10.B, 6.14.H; Science 6.2.D)

Lesson 15 - Design a Basketball Arena Scholar athletes learn about NBA teams, their arenas, and design their own arena. (Math 6.4.H, 6.5.A; Science 5.1.B)

Lesson 16 - Resistance Scholar athletes will use the running parachute to measure the impact of air resistance on running speed. (PE 6.3.D)

Lesson 17 - Hydration Scholar athletes explore the elements of hydration and identify hydration needs for athletes. (PE 6.4.F)

Lesson 18 - Running Forward vs. Running Backward Scholar athletes compare their speed of running forward versus running backward. (PE 6.12.A)

Lesson 19 - Broad Jump Scholar athletes will learn about the broad jump and conversion between units of measurement. (PE 6.12.A)

Lesson 20 - STEM Occupations Scholar athletes explore different STEM job occupations in sports and the knowledge, skills, and work activities associated with each.

9 Website References Dallas Mavericks Science of Basketball Web Page https://www.mavs.com/community/education-and-recognition/science-of-basketball/

Lesson 1 - Jersey Numbers https://www.youtube.com/watch?v=Z-3Wewnil3Y Video (10:06): “Best NBA Players Ever By Jersey Number (#1-30)” https://www.mavs.com/team/roster/ List of Mavericks players and jersey numbers (click “View Player” for more info about that player)

Lesson 2 - Predict the Attendance https://www.youtube.com/watch?v=Q8It_RQOzWQ Video (3:37): Guinness World Record for largest basketball attendance https://www.basketball-reference.com/teams/DAL/2020_games.html 2019-20 Mavericks’ team schedule and results

Lesson 3 - Playing Time https://www.landofbasketball.com/statistics/most_overtimes.htm NBA Games with the Most Overtimes

Lesson 4 - All-Time Best Free Throw Shooters https://www.youtube.com/watch?v=7-gore5GbDI Video: (1:31): “Steve Nash discussing his ritual when shooting free throws” https://www.youtube.com/watch?v=QKkp0gyJxmM Video (1:09): “Steve Nash making 21 straight free throws in 1 minute”

Lesson 5 - Shooting Percentages https://www.youtube.com/watch?v=1YHwhdZncXk Video (Begin video and watch until 3:00): “Luka Doncic's Best Plays From the 2018-19 NBA Regular Season” (published on 4/11/19)

10 Lesson 6 - Average Points Per Game https://www.youtube.com/watch?v=m076z7STqFw Video (3:22): “NBA All Time Greatest Scorers - Points Per Game (Regular Season)” https://www.espn.com/nba/stats/player/_/season/2020/seasontype/2 NBA Player Scoring Per Game Statistics - 2019-20

Lesson 7 - Geometry of a Basketball Court https://www.youtube.com/watch?v=oeJ9_T7K_jQ Video (1:56): “NHL Hockey to NBA Basketball Quick Changeover Time Lapse at American Airlines Center - Dallas, Texas”

Lesson 8 - Basketball Air Pressure https://www.youtube.com/watch?v=N1jtFOrYBjo Video (2:42): “Warriors Tonight: Fully Inflated” https://www.youtube.com/watch?v=7X74tvhHbzg Video (4:43): “How to inflate a basketball”

Lesson 9 - Height, Weight, and Wingspan https://www.youtube.com/watch?v=OrpdA5BRx3U Video (3:08): “Sport Science: JaVale McGee”

Lesson 10 - Nutrition for Peak Performance https://www.ibodyfit.com/calc-mycalories_v2.php Franklins’ iBodyFit TDEE Calculator https://www.livestrong.com/myplate Livestrong.com MyPlace Calorie Tracker and Fitness Program http://www.calorieking.com/calories-in-fruit.html Nutritional information like calories, carbs, fat, protein and fiber for fruit.

11 Lesson 11 - Heart Rate https://www.youtube.com/watch?v=Iyjfx47HTLQ Video (2:22): “What Is A Healthy Heart Rate - What Affects Heart Rate - What Is Maximum Heart Rate”

Lesson 12 - Plus/Minus Statistic www.basketball-reference.com/about/bpm.html About Box Plus/Minus (BPM)

Lesson 13 - NBA Western Conference Teams https://factfinder.census.gov/ U.S. Census Bureau, American FactFinder

Lesson 14 - NBA Player Salaries http://www.espn.com/nba/story/_/id/20715128/nba-player-salaries-take-home-pay ESPN Video (1:51): “How much the NBA's biggest stars actually earn” (2017) http://hoopshype.com/salaries/players List of NBA players’ salaries

Lesson 15 - Design a Basketball Arena https://www.youtube.com/watch?v=EUK5XxzF34M Video (3:14): American Airlines Center Architecture https://www.mavs.com/tour Virtual tour of American Airlines Center https://en.wikipedia.org/wiki/American_Airlines_Center Information about American Airlines Center http://www.americanairlinescenter.com/arena-information/about-aacenter Information about American Airlines Center

12 Lesson 16 - Resistance https://www.youtube.com/watch?v=iNfLafbsp-I Parachute Running Progression https://www.youtube.com/watch?v=_Ck23yw1fl4 Sprint Training With Resistance Parachute https://www.youtube.com/watch?v=2bB_yasNPZQ Parachute - Sprinting Instructional Drills (How to Run Faster and Increase Speed)

Lesson 17 - Hydration https://www.youtube.com/watch?v=P8c9DIiAFz8&vl=en-US Hydration https://www.youtube.com/watch?v=9iMGFqMmUFs What would happen if you didn’t drink water? - Mia Nacamulli

Lesson 18 - Running Forward vs Running Backward https://www.youtube.com/watch?v=lnNZ5h7tBXg Forward and Backward Run https://www.youtube.com/watch?v=zn87Sshx3m4 Running Backwards Drill for Youth Basketball, Defense Drills, Skills https://www.youtube.com/watch?v=9QsAnW3Y0vg How to backpedal (DB Footwork) Backwards Retro Running for Strength https://www.youtube.com/watch?v=0LMrXwfxTPM Sprinting Stride Length to Stride TurnOver Ratio | Sprint Training

Lesson 19 - Broad Jump https://basketballhq.com/standing-broad-jumps-basketball-drill Standing Broad Jumps Basketball Drill

13 Lesson 20 - STEM Occupations https://www.onetonline.org/find/stem?t=0 Browse STEM Occupations https://www.onetonline.org/link/summary/15-1134.00 Summary Report for Web Developers (example) https://www.youtube.com/watch?v=MpLHMKTolVw The NBA Data Scientist

14

Lesson 1 - Jersey Numbers

Description Scholar athletes determine whether the jersey numbers of Mavericks players are prime, composite, or neither, and determine the prime factorization of the composite numbers.

Materials 1. Lesson 1 Worksheet 2. “MAVERICKS PLAYER JERSEY NUMBERS” Chart 3. Cards with jersey numbers 4. Basketball player cards

Answers 1. Prime: 6; Composite: 10; Neither: 1 2. Josh Reaves 3. Luka Doncic 4. Courtney Lee 5. Exactly two factors 6. At least three factors 7. Answers will vary

TEKS - Math ● 5.4.A - Identify prime and composite numbers. ● 6.7.A - Generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization.

Website References https://www.youtube.com/watch?v=Z-3Wewnil3Y Video (10:06): “Best NBA Players Ever By Jersey Number (#1-30)” https://www.mavs.com/team/roster/ List of Mavericks players and jersey numbers (click “View Player” for more info about that player)

“Overtime” Opportunity Scholar athletes can be given the opportunity to design their own jersey with their favorite number.

16 17 Lesson 1 Teacher Guide

Go to: https://www.youtube.com/watch?v=Z-3Wewnil3Y, and have the scholar athletes watch the “Best NBA Players Ever By Jersey Number (#1-30)” video. Stop the video at 9:11. Ask for any questions/comments about the players highlighted in the video.

Have the scholar athletes complete the Lesson 1 Worksheet.

18 Lesson 1 Answers

MAVERICKS PLAYER JERSEY NUMBERS (as of December 30, 2019)

Player Jersey Number Prime, Composite, or Neither? Prime Factorization

J.J. Barea 5 Prime None

Ryan Broekhoff 45 Composite 3 x 3 x 5

Jalen Brunson 13 Prime None

Antonius Cleveland 3 Prime None

Seth Curry 30 Composite 3 x 2 x 5

Luka Doncic 77 Composite 7 x 11

Dorian Finney-Smith 10 Composite 2 x 5

Tim Hardaway Jr. 11 Prime None

Justin Jackson 44 Composite 2 x 2 x 11

Maxi Kleber 42 Composite 2 x 3 x 7

Courtney Lee 1 Neither None

Boban Marjanovic 51 Composite 3 x 17

Kristaps Porziņģis 6 Composite 2 x 3

Dwight Powell 7 Prime None

Josh Reaves 23 Prime None

Isaiah Roby 9 Composite 3 x 3

Delon Wright 55 Composite 5 x 11

19 Worksheet 1.1 The chart below lists the jersey numbers of the Mavericks players (as of December 30, 2019). Fill in the chart, writing Prime, Composite, or Neither next to each player’s jersey number.

MAVERICKS PLAYER JERSEY NUMBERS (as of December 30, 2019)

Player Jersey Number Prime, Composite, or Neither? Prime Factorization

J.J. Barea 5 Prime None

Ryan Broekhoff 45 Composite 3 x 3 x 5

Jalen Brunson 13

Antonius Cleveland 3

Seth Curry 30

Luka Doncic 77

Dorian Finney-Smith 10

Tim Hardaway Jr. 11

Justin Jackson 44

Maxi Kleber 42

Courtney Lee 1

Boban Marjanovic 51

Kristaps Porziņģis 6

Dwight Powell 7

Josh Reaves 23

Isaiah Roby 9

Delon Wright 55

20 Worksheet 1.2 Use the “MAVERICKS PLAYER JERSEY NUMBERS” chart to answer the questions below.

1. Of the 16 players on the Mavericks roster, how many jersey numbers are:

Prime? ______Composite? ______Neither? ______

2. Which player wears the highest prime number?

______

3. Which player wears the highest composite number?

______

4. Which player wears a number that is neither prime nor composite?

______

5. How many factors does every prime number have?

______

6. How many factors does every composite number have?

______

7. If you were a player on the Mavericks, what jersey number would you wear? Would your jersey number be prime, composite, or neither? Explain why you chose that number.

______

______

______

______

21 Lesson 1 - Overtime Worksheet Design Your Own Uniform:

22

Lesson 2 - Predict the Attendance

Description Scholar athletes predict the average attendance of Mavericks home games.

Materials 1. Lesson 2 Worksheet

Answers 1. Capacity at American Airlines Center is 19,200 for basketball games, up to 21,146 with standing room 2. Saturday, December 7, 2019 vs. New Orleans Pelicans 3. Tuesday, November 26, 2019 vs. Los Angeles Clippers 4. October: Mean - 19,762 Median - 19,762 November: Mean - 19,949 Median - 19,926 December: Mean - 19,939 Median - 19,926 4. Answers will be dependent on actual Mavericks home game attendance (go to: https://www.basketball-reference.com/teams/DAL/2020_games.html and click on box score for attendence numbers)

TEKS - Math ● 5.2.C - Round decimals to tenths or hundredths. ● 5.3.H - Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations. ● 6.12.C - Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution.

TEKS - Science ● 6.2.E - Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

Website References https://www.youtube.com/watch?v=Q8It_RQOzWQ Video (3:37): Guinness World Record for the largest basketball attendance

24 https://www.basketball-reference.com/teams/DAL/2019_games.html 2018-19 Mavericks’ team schedule and results

“Overtime” Opportunity Scholar athletes can be given the opportunity to make attendance predictions for other NBA games/teams.

Lesson 2 Teacher Guide

Go to: https://www.youtube.com/watch?v=Q8It_RQOzWQ, and have the scholar athletes watch the “Guinness World Record for largest basketball attendance” video, which was taken on February 14, 2010, at Cowboys Stadium during the NBA All-Star game. Mark Cuban, owner of the Mavericks, and Jerry Jones, owner of the Dallas Cowboys football team, are on the video. Stop the video at the 1:45 mark, and have the scholar athletes predict the attendance of the game. Play the rest of the video to reveal that the record attendance for a basketball game was 108,713 people. The video can be stopped at the 2:00 mark.

Have the scholar athletes complete the Lesson 2 Worksheet.

25 The chart below lists the attendance of the Mavericks home games for the 2019-20 season (as of December 30, 2019).

MAVERICKS HOME GAME ATTENDANCE FOR 2019-20 SEASON (as of December 30, 2019)

Date Opponent Attendance

Wednesday, October 23, 2019 Washington Wizards 19,816

Sunday, October 27, 2019 Portland Trail Blazers 19,707

Friday, November 1, 2019 Los Angeles Lakers 20,358

Wednesday, November 6, 2019 Orlando Magic 19,487

Friday, November 8, 2019 New York Knicks 20,257

Saturday, November 16, 2019 Toronto Raptors 19,926

Monday, November 18, 2019 San Antonio Spurs 19,637

Wednesday, November 20, 2019 Golden State Warriors 19,569

Friday, November 22, 2019 Cleveland Cavaliers 19,639

Tuesday, November 26, 2019 Los Angeles Clippers 20,407

Wednesday, December 4, 2019 Minnesota Timberwolves 19,671

Saturday, December 7, 2019 New Orleans Pelicans 19,456

Sunday, December 8, 2019 Sacramento Kings 19,566

Saturday, December 14, 2019 Miami Heat 20,333

Wednesday, December 18, 2019 Boston Celtics 20,181

Thursday, December 26, 2019 San Antonio Spurs 20,427

26 Worksheet 2 Predict the Mavericks home game attendance numbers for February, March, and April 2020, then after the last game of each month, calculate the mean average attendance for that month.

MAVERICKS HOME GAME ATTENDANCE FOR FEBRUARY 2020

Date Opponent Attendance

Saturday, February 1, 2020 Atlanta Hawks

Wednesday, February 5, 2020 Memphis Grizzlies

Monday, February 10, 2020 Utah Jazz

Wednesday, February 12, 2020 Sacramento Kings

Monday, February 24, 2020 Minnesota Timberwolves

Mean Average Mavericks Home Attendance for February 2020:

MAVERICKS HOME GAME ATTENDANCE FOR MARCH 2020

Date Opponent Attendance

Wednesday, March 4, 2020 New Orleans Pelicans

Friday, March 6, 2020 Memphis Grizzlies

Sunday, March 8, 2020 Indiana Pacers

Wednesday, March 11, 2020 Denver Nuggets

Saturday, March 14, 2020 Phoenix Suns

Monday, March 23, 2020 Houston Rockets

Monday, March 26, 2020 Utah Jazz

Mean Average Mavericks Home Attendance for March 2020:

27 MAVERICKS HOME GAME ATTENDANCE FOR APRIL 2020

Date Opponent Attendance

Tuesday, April 7, 2019 Houston Rockets

Saturday, April 11, 2019 Detroit Pistons

Wednesday, April 15, 2019 Oklahoma City Thunder

Mean Average Mavericks Home Attendance for April 2020:

Use the “MAVERICKS HOME GAME ATTENDANCE FOR 2019-20 SEASON” chart to answer the questions below.

1. What is the capacity at American Airlines Center? ______

2. On which date was the home attendance the lowest, and who was the opponent?

______

3. On which date was the home attendance the highest, and who was the opponent?

______

4. Calculate the mean average and median average home game attendance numbers, rounded to the nearest whole number, during the month of...

October 2019 - Mean Average ______

October 2019 - Median Average ______

November 2019 - Mean Average ______

November 2019 - Median Average ______

December 2019 - Mean Average ______

December 2019 - Median Average ______28 5. The Mavericks play 5 home games in February, 7 home games in March, and 3 home games in April. At the beginning of each month, predict the mean average Mavericks home attendance, rounded to the nearest whole number, for each month.

February 2020 ______

March 2020 ______

April 2020______

5. Justify your predictions for each month in Question 4. Describe the factors that influence the Mavericks home game attendance.

______

______

______

______

______

______

______

______

______

29

Lesson 3 - Playing Time

Description Scholar athletes add fractions with unlike denominators using the playing times of Dallas Mavericks players, and use a number line to visually divide an NBA game length into fractional timeframes.

Materials 1. Lesson 3 Worksheet 2. Painter’s tape

Answers 1. 12 minutes 2. Fraction: 1/2 + 1/4 = 3/4 Number of minutes: 36 3. Fraction: 1/2 + 1/8 = 5/8 Number of minutes: 30 4. Fraction: 1/4 + 1/8 = 3/8 Number of minutes: 18

TEKS - Math ● 5.3.H - Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations. ● 5.3.I - Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. ● 5.3.K - Add and subtract positive rational numbers fluently. ● 6.4.F - Represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers.

TEKS - Physical Education ● 5.7.A - Follow rules, procedures, and etiquette. ● 6.6.A - Know basic rules for sports played such as setting up to start, restarting, violating rules. ● 6.7.C - Identify and follow rules while playing sports and games.

Website Reference https://www.landofbasketball.com/statistics/most_overtimes.htm NBA Games with the Most Overtimes

31 “Overtime” Opportunity Scholar athletes can be given the opportunity to compare game lengths of junior/high school games, college games, and NBA games.

Lesson 3 Teacher Guide

Ask scholar athletes to guess the longest game in NBA history, then show them this link: https://www.landofbasketball.com/statistics/most_overtimes.htm. The longest NBA game was in 1951, taking 78 minutes, with four 12-minute quarters and six 5-minute overtime periods.

Create a number line using painter’s tape by placing a 4-foot piece of tape horizontally on a whiteboard, and writing “0 mins” directly above the beginning of the tape. Ask the scholar athletes to tell you the number of minutes in an NBA game. Once the correct answer of “48 minutes” is given, write “48 mins” directly above the end of the tape. Also write “0” directly below the beginning of the tape and “1” directly below the end of the tape, and draw vertical lines connecting “0 mins.” to “0” and “48 mins.” to “1”, indicating that the “0” indicates the location of the start of a game, and the “1” indicates the location of the end of the game (as shown in Graphic 1).

Ask scholar athletes to come to a consensus as to the halfway point of the tape, and ask them to tell you how many minutes should be written above the tape (24 mins.), and what number should be written below the tape (1/2). Once the scholar athletes understand that “24 mins.” and “1/2” are the correct values, write those on the whiteboard at the halfway point of the tape, and draw a vertical line connecting “24 mins.” to “1/2” (as shown in Graphic 2).

Ask scholar athletes to come to a consensus as to the halfway point between 0 minutes and 24 minutes, and ask them to tell you how many minutes should be written above the tape (12 mins.), and what number should be written below the tape (1/4). Once the scholar athletes understand that “12 mins.” and “1/4” are the correct values, write those on the whiteboard at the halfway point of the tape, and draw a vertical line connecting “12 mins.” to “1/4”. 32 Lesson 3 Teacher Guide

Ask scholar athletes to come to a consensus as to the halfway point between 24 minutes and 48 minutes, and ask them to tell you how many minutes should be written above the tape (36 mins.), and what number should be written below the tape (3/4). Once the scholar athletes understand that “36 mins.” and “3/4” are the correct values, write those on the whiteboard at the halfway point of the tape, and draw a vertical line connecting “36 mins.” to “3/4”.

Discuss the relationships between the term “quarters” for a basketball game and the length of each quarter (12 minutes). Ask scholar athletes for an equivalent fraction to 1/2 that would “make sense” to use in this context (2/4). Use this painter’s tape number line as a graphic to assist scholar athletes answer the questions on Lesson 3 Worksheet. Separating the 4th quarter section of the number line (between 36 minutes and 48 minutes) into eighths, making a mark at “42 mins.” and ”7/8”, may be helpful for Questions 3 and 4.

33 Worksheet 3 Answer the questions below.

1. The length of a regulation NBA game is a total of 48 minutes, separated into 4 quarters. How long is each quarter?

______

2. If Boban Marjanovic plays the entire first half of a game, then rests for the entire third quarter, then plays the entire fourth quarter, what fraction of the entire game did he play, and how many total minutes did he play?

Fraction of the entire game played: ______Number of minutes played: ______

3. If Maxi Kleber plays the entire first half of a game, then rests for the entire third quarter and the first half of the fourth quarter, then plays the second half of the fourth quarter, what fraction of the entire game did he play, and how many total minutes did he play?

Fraction of the entire game played: ______Number of minutes played: ______

4. If Seth Curry plays the entire first quarter of a game, then rests for the entire second quarter, third quarter, and the first half of the fourth quarter, then plays the second half of the fourth quarter, what fraction of the entire game did he play, and how many total minutes did he play?

Fraction of the entire game played: ______Number of minutes played: ______

34

Lesson 4 - All-Time Best Free Throw Shooters

Description Scholar athletes compute and analyze free throw percentages of the all-time most accurate NBA free throw shooters, then record their own free throw shooting statistics.

Materials 1. Lesson 4 Worksheet 2. “ALL-TIME BEST NBA FREE THROW SHOOTERS” Chart 3. Calculators 4. Stopwatch 5. Basketballs or Pro Mini Hoop

Answers 1. Steve Nash, Mark Price 2. .90 or 90%, 4 players (Barry, Curry, Nash, Price) 3. Reggie Miller 4. Stephen Curry (he is the only active player on the list) 5. 4,474 6. 516 7. 28 more free throws (4,398+28=4,426; 4,426/4,920 = .8996 or 89.96%, which rounds to .900 or 90.0%) 8. The expectation would be that each player would make 9 out of 10 free throw attempts since each player has a free throw percentage of about 0.9 or 90%.

TEKS - Math ● 6.3.E - Multiply and divide positive rational numbers fluently. ● 6.4.E - Represent ratios and percents with concrete models, fractions, and decimals. ● 6.4.G - Generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money. ● 6.5.A - Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ● 6.5.B - Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models.

36 Website References https://www.youtube.com/watch?v=7-gore5GbDI Video: (1:31): “Steve Nash discussing his ritual when shooting free throws” https://www.youtube.com/watch?v=QKkp0gyJxmM Video (1:09): “Steve Nash making 21 straight free throws in 1 minute”

Lesson 4 Answers ALL-TIME BEST NBA FREE THROW SHOOTERS (through the 2019-20 NBA Season)

Player NBA Games Played FT Made FT Attempted Free Throw %

Allen, Ray 1,300 4,398 4,920 .894 or 89.4%

Barry, Rick 794 3,818 4,243 .899 or 90.0%

Billups, Chauncey 1,043 4,496 5,029 .894 or 89.4%

Curry, Stephen 698 2,552 2,5819 .905 or 90.5%

Murphy, Calvin 1,002 3,445 3,864 .892 or 89.2%

Nash, Steve 1,217 3,060 3,384 .904 or 90.4%

Price, Mark 722 2,135 2,362 .904 or 90.4%

Redick, J.J. 868 1,928 2,166 .890 or 89.0%

Skiles, Scott 600 1,548 1,741 .889 or 88.9%

Stojakovic, Peja 804 2,237 2,500 .895 or 89.5%

37 Lesson 4 Teacher Guide

Have scholar athletes complete the Lesson 4 Worksheet. Once the worksheet has been completed, show the video of Steve Nash, who played six seasons for the Mavericks from 1998- 2004, discussing his ritual when shooting free throws: https://www.youtube.com/watch?v=7-gore5GbDI Video: (1:31): “Steve Nash discussing his ritual when shooting free throws”

Have students predict how many free throws Steve Nash, who on September 7, 2018 was inducted into the Naismith Memorial Basketball Hall of Fame in Springfield, Massachusetts, can make in a row in 60 seconds: https://www.youtube.com/watch?v=QKkp0gyJxmM Video (1:09): “Steve Nash making 21 straight free throws in 1 minute”

After watching the videos either take the scholar athletes to the school’s playground or gym, and have them practice free throws, or use the pro mini hoop. Recommend that the scholar athletes develop a ritual when shooting free throws.

After the scholar athletes have had sufficient practice shooting free throws, organize a contest (individual or team competition) to determine how many free throws can be made by a scholar athlete/team in 1 minute either in the playground/gym or with the pro mini hoop.

38 Worksheet 4 The chart below lists the Top 10 all-time NBA free throw percentage leaders as of the end of the 2017-18 season. Fill in the chart, rounding each free throw percentage to the nearest thousandth.

ALL-TIME BEST NBA FREE THROW SHOOTERS (through the 2017-18 NBA Season)

Player NBA Games Played FT Made FT Attempted Free Throw %

Allen, Ray 1,300 4,398 4,920 .894 or 89.4%

Barry, Rick 794 3,818 4,243

Billups, Chauncey 1,043 4,496 5,029

Curry, Stephen 625 2,271 2,514

Miller, Reggie 1,389 6,237 7,026

Murphy, Calvin 1,002 3,445 3,864

Nash, Steve 1,217 3,060 3,384

Price, Mark 722 2,135 2,362

Skiles, Scott 600 1,548 1,741

Stojakovic, Peja 804 2,237 2,500

39

Use the “ALL-TIME BEST NBA FREE THROW SHOOTERS” chart to answer the questions below.

1. Which two players are tied for the highest all-time free throw percentage at .904 (90.4%)?

______

2. If free throws percentages were rounded to the nearest hundredth, instead of the nearest thousandth, what percent would be used as the all-time free throw percentage, and how many players would be tied for the lead on that list?

______

3. Which player from the list had the most number of games played, free throw attempts, and free throws made?

______

4. Of the ten players listed on the chart, which is the only one who has an opportunity to increase his free throw percentage?

______

5. Peja Stojakovic attempted 2,500 free throws in his career. How many free throws would he have made had he shot 5,000, if his free throw percentage had stayed the same?

______

6. Scott Skiles played in 600 games in his NBA career. How many free throws would he have made had he only played in 200 games, if his free throw percentage had stayed the same?

______

7. Ray Allen made 4,398 out of 4,920 free throw attempts. In order for Allen to have had a free throw percentage of .900 (rounded to the nearest thousandth), how many more free throws did he need to have made in his career?

______

40

8. If each of the players on the list attempted 10 free throws, how many made free throws would you expect from each player? Justify your reasoning.

______

______

______

______

______

______

41

Lesson 5 - Shooting Percentages

Description Scholar athletes calculate the shooting percentages of Mavericks players, then calculate their own shooting percentages, from different distances, and shooting with both their dominant and non-dominant hands.

Materials 1. Lesson 5 Worksheet 2. Basketballs (2) 3. Basketball hoops (2) 4. Measuring tape 5. Painter’s tape 6. Cones 7. Pro Mini Hoop

Answers 1. 3-point %: 50%; 2-point %: 75%; Free throw %: 100%; Total points: 14 2. 3-point %: 40%; 2-point %: 100%; Free throw %: 50%; Total points: 9 3. Answers will vary, however, 5’-shot %s must be either: 0%, 20%, 40%, 60%, 80%, or 100% 10’-shot %s must be either: 0%, 25%, 50%, 75%, or 100% 15’-shot %s must be either: 0%, 33 1/3%, 66 2/3%, or 100%

TEKS - Math ● 6.4.E - Represent ratios and percents with concrete models, fractions, and decimals. ● 6.4.F - Represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers. ● 6.4.G - Generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money. ● 6.5.B - Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models.

TEKS - Science ● 5.2.A - Describe, plan, and implement simple experimental investigations testing one variable.

43 ● 6.2.D - Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

TEKS - Physical Education ● 5.1.C - Demonstrate attention to form, power, accuracy, and follow-through in performing movement skills. ● 5.1.K - Demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as hitting a softball. ● 5.2.A - Identify common phases such as preparation, movement, follow-through, or recovery in a variety of movement skills such as tennis serve, handstand, and free throw. ● 6.1.F - Throw a variety of objects demonstrating both accuracy and distance such as frisbee, softball, and basketball.

Website Reference https://www.youtube.com/watch?v=1YHwhdZncXk Video (Begin video and watch until 3:00): “Luka Doncic's Best Plays From the 2018-19 NBA Regular Season” (published on 4/11/19)

“Overtime” Opportunity Scholar athletes can be given the opportunity to calculate shooting statistics from other distances with the pro mini hoop in the classroom or with a regulation hoop in a gym or playground.

Lesson 5 Teacher Guide

Go to: https://www.youtube.com/watch?v=1YHwhdZncXk, and have the scholar athletes watch the “Luka Doncic's Best Plays From the 2018-19 NBA Regular Season” video.

Have the scholar athletes complete the Lesson 5 Worksheet.

44 Worksheet 5 Answer the questions below.

1. In their 107-104 win over the Houston Rockets on December 8, 2018, Dorian Finney- Smith made two of his four 3-point shots, made three of his four 2-point shots, and made two of his two free throw attempts. What was his shooting percentage for his 3-point shots, 2-point shots, and free throws?

3-point shot %: ______2-point shot %: ______Free throw %: ______

How many total points did Finney-Smith score in the game? ______

2. In their 111-102 win over the Portland Trail Blazers on December 4, 2018, Devin Harris made two of his five 3-point shots, made his one 2-point shot, and made one of his two free throw attempts. What was his shooting percentage for his 3-point shots, 2-point shots, and free throws?

3-point shot %: ______2-point shot %: ______Free throw %: ______

How many total points did Harris score in the game? ______

45 Place each of the two basketball hoops in locations in the classroom with at least 15 feet of clearance for scholar athletes to shoot with an unobstructed view of the basket. From the front edge of the backboard, measure 5 feet, 10 feet, and 15 feet, and place the tape at each of those distances for each hoop.

1. Select two scholar athletes, one at each hoop, to shoot 5 times from the 5-foot distance, 4 times from the 10-foot distance, and 3 times from the 15-foot distance. Record the shooting statistics and percentages for each scholar athlete using the “SCHOLAR ATHLETE SHOOTING STATISTICS” chart. Repeat for additional pairs of scholar athletes.

2. Select two scholar athletes, one at each hoop, to shoot 5 times from the 5-foot distance with their dominant hand, then 5 times from that distance with their non-dominant hand. Record the shooting statistics and percentages for each scholar athlete using the “SCHOLAR ATHLETE SHOOTING STATISTICS - DOMINANT VS. NON-DOMINANT HAND” chart. Repeat for additional pairs of scholar athletes. Have scholar athletes discuss why there might be a difference in their shooting percentages.

46 3. Select two scholar athletes, one at each hoop, to shoot as many times at whatever distances they choose for 60 seconds. A shot made at the 5-foot line is worth 1 point, a shot made at the 10-foot line is worth 2 points, and a shot made at the 15-foot line is worth 3 points. Record the shooting statistics and percentages for each scholar athlete using the “SCHOLAR ATHLETE SHOOTING STATISTICS - 60 SECONDS” chart. Repeat for additional pairs of scholar athletes. Based on the data produced, have scholar athletes discuss what strategies they believe will result in the most number of points in 60 seconds.

SCHOLAR ATHLETE SHOOTING STATISTICS

Name 5’ shots made 5’ shot % 10’ shots made 10’ shot % 15’ shots made 15’ shot % (out of 5) (out of 4) (out of 3)

47 SCHOLAR ATHLETE SHOOTING STATISTICS - DOMINANT VS. NON-DOMINANT HAND

Name 5’ shots made (out of 5) 5’ shot % 5’ shots made (out of 5) 5’ shot % with dominant hand w/dominant with non-dominant hand w/non-dominant

SCHOLAR ATHLETE SHOOTING STATISTICS - 60 SECONDS

Name 5’ shots made 10’ shots made 15’ shots made Total Points (1 point each) (2 points each) (2 points each)

48

Lesson 6 - Average Points Per Game

Description Scholar athletes make calculations based on points, games played, and points per game.

Materials 1. Lesson 6 Worksheet

Answers 1. Player D, Player H, Player I, Player L 2. Player K with 13.0 points per game, Player J with 1.9 points per game 3. Player B with 0.8 points per game, Player E with 12.8 points per game 4. 8 more points

TEKS - Math ● 5.3.C - Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm. ● 6.3.E - Multiply and divide positive rational numbers fluently. ● 6.5.A - Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions.

Website References https://www.youtube.com/watch?v=m076z7STqFw Video (3:22): “NBA All Time Greatest Scorers - Points Per Game (Regular Season)” http://www.espn.com/nba/statistics/player/_/stat/scoring-per- game/sort/avgPoints/year/2019/seasontype/2 NBA Player Scoring Per Game Statistics - 2018-19

50 Lesson 6 Teacher Guide

Go to: https://www.youtube.com/watch?v=m076z7STqFw, and have the scholar athletes watch the “NBA All Time Greatest Scorers - Points Per Game (Regular Season)” video.

Ask scholar athletes about their favorite current NBA players, then review the 2018-19 scoring per game leaders statistics at: http://www.espn.com/nba/statistics/player/_/stat/scoring-per- game/sort/avgPoints/year/2019/seasontype/2 and have the scholar athletes review their player’s statistics.

Have the scholar athletes complete the Lesson 6 Worksheet.

Lesson 6 Worksheet Answers

AVERAGE POINTS PER GAME

Player Total Points Games Played Ave. Points Per Game

Player A 36 13 2.8

Player B 3 4 0.8

Player C 122 10 12.2

Player D 134 15 8.9

Player E 179 14 12.8

Player F 35 13 2.7

Player G 51 13 3.9

Player H 116 15 7.7

Player I 89 15 5.9

Player J 17 9 1.9

Player K 65 5 13.0

Player L 115 15 7.7

51 Worksheet 6.1 Fill in the chart below, rounding the average points per game to the nearest tenth.

AVERAGE POINTS PER GAME

Player Total Points Games Played Ave. Points Per Game

Player A 36 13 2.8

Player B 3 4

Player C 122 10

Player D 134 15

Player E 179 14

Player F 35 13

Player G 51 13

Player H 116 15

Player I 89 15

Player J 17 9

Player K 65 5

Player L 115 15

52 Worksheet 6.2 Use the “AVERAGE POINTS PER GAME” chart to answer the questions below.

1. Which four players have played the most number of games?

______

______

2. Which two players have the highest points per game averages, and what are those averages for each player?

______

______

3. Which two players have the lowest points per game averages, and what are those averages for each player?

______

______

4. How many more points would Player C have needed to score to tie the team leader in average points per game?

______

53

Lesson 7 - Geometry of a Basketball Court

Description Scholar athletes calculate the perimeter and area using dimensions of a basketball court, and outline a basketball court in a classroom using proportional reasoning.

Materials 1. Lesson 7 Worksheet 2. Tape measure 3. Painter’s tape

Answers 1. 2 x (94 feet + 50 feet) = 288 feet 2. 94 feet x 50 feet = 4,700 square feet 3. 2 x (19 feet + 16 feet) = 70 feet 4. 19 feet x 16 feet = 304 square feet 5. 2 x (84 feet + 50 feet) = 268 feet 6. 84 feet x 50 feet = 4,200 square feet 7. The length of an NBA basketball court is 94’ x 50’, so as long as the length of the proportional court is 1.88 or times the width, the court will be proportional.

TEKS - Math ● 5.4.H - Represent and solve problems related to perimeter and/or area and related to volume. ● 5.5 - Classify two-dimensional figures by attributes and properties. ● 5.7 - Select appropriate units, strategies, and tools to solve problems involving measurement; solve problems by calculating conversions within a measurement system, customary or metric. ● 6.4.B - Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates. ● 6.4.H - Convert units within a measurement system, including the use of proportions and unit rates. ● 6.5.A - Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ● 6.8.D - Determine solutions for problems involving area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.

55

Website Reference https://www.youtube.com/watch?v=oeJ9_T7K_jQ Video (1:56): “NHL Hockey to NBA Basketball Quick Changeover Time Lapse at American Airlines Center - Dallas, Texas”

“Overtime” Opportunity Scholar athletes can be given the opportunity to calculate the perimeter and area of other sports’ playing areas, such as baseball, football, hockey, soccer, or lacrosse.

56

Lesson 7 Teacher Guide

Go to: https://www.youtube.com/watch?v=oeJ9_T7K_jQ, and have the scholar athletes watch the “NHL Hockey to NBA Basketball Quick Changeover Time Lapse at American Airlines Center - Dallas, Texas” video, and discuss any comments/questions about the video.

Have the scholar athletes complete the Lesson 7 Worksheet.

NBA Court Dimensions

57 Worksheet 7 Use the “NBA Court Dimensions” graphic to answer the questions below. Be sure to include the appropriate units for each answer.

1. Calculate the perimeter of an NBA basketball court.

______

2. Calculate the area of an NBA basketball court.

______

3. Calculate the perimeter of the free throw lane/key of an NBA basketball court.

______

4. Calculate the area of the free throw lane/key of an NBA basketball court.

______

A regulation junior high and high school basketball court is the same width as an NBA court, but is 10 feet shorter.

5. Calculate the perimeter of a junior high/high school basketball court.

______

6. Calculate the area of a junior high/high school basketball court.

______

7. Use the dimensions of an NBA court to create a proportional basketball court, using painter’s tape, on either the floor or a wall within your classroom. Discuss the most efficient methods for determining proportional measurements.

58

Lesson 8 - Basketball Air Pressure

Description Scholar athletes measure the effect that changes in air pressure have on the bounce of different types of basketballs on different surfaces.

Materials 1. Lesson 8 Worksheet 2. Basketballs 3. Air pump 4. Tape measure

Answers Answers will vary

TEKS - Math ● 5.9.B - Represent discrete paired data on a scatterplot. ● 5.9.C - Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

TEKS - Science ● 5.2.C - Collect information by detailed observations and accurate measuring. ● 5.6.D - Design an experiment that tests the effect of force on an object. ● 6.2.B - Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. ● 6.2.D - Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. ● 6.2.E - Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. ● 6.4.A - Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. ● 6.8.A - Compare and contrast potential and kinetic energy. ● 6.11.B - Understand that gravity is the force that governs the motion of our solar system.

60 Website References https://www.youtube.com/watch?v=N1jtFOrYBjo Video (2:42): “Warriors Tonight: Fully Inflated” Note: This video was produced by the Golden State Warriors organization in January 2015. https://www.youtube.com/watch?v=7X74tvhHbzg Video (4:43): “How to inflate a basketball”

“Overtime” Opportunity Scholar athletes can be given the opportunity to measure the effect that changes in air pressure on the bounce of the different types of ball, such as a soccer ball or playground ball.

61 Lesson 8 Teacher Guide

Go to: https://www.youtube.com/watch?v=N1jtFOrYBjo, and have the scholar athletes watch the “Warriors Tonight: Fully Inflated” video, and ask for any questions/comments about the video. Note: The official NBA rule for basketball inflation states, “The officials must check the game balls to see that they are properly inflated. The recommended ball pressure should be between 7 ½ and 8 ½ pounds.”

Go to: https://www.youtube.com/watch?v=7X74tvhHbzg, and have the scholar athletes watch the “How to inflate a basketball” video, and discuss any questions about the video. Note: The acronym NFHS referenced in the video (at 1:15) stands for “National Federation of State High School Associations”.

Have the scholar athletes measure 49 inches, 54 inches, and 72 inches from the floor/ground of at least two different surfaces and use painter’s tape to mark each height.

Provide the scholar athletes with under-inflated basketballs, and have them use the air pump to inflate the balls so that when dropped from a height of 72 inches, will bounce up to (1) 49 inches, then (2) 54 inches in height, measured at the top of the ball at its maximum height.

Scholar athletes will record the surface, then the pounds per square inch (psi) for each height (49 inches, then 54 inches) for different basketball.

62 Worksheet 8 Record the type of basketball, type of ground surface, and the pounds per square inch for a basketball to bounce up to as close to (1) 49 inches and (2) 54 inches as possible, measured at the top of the ball at its maximum height.

Type of Basketball 1: ______

Surface 1: ______

PSI for bounce height of (1) 49 inches: ______(2) 54 inches: ______

Surface 2: ______

PSI for bounce height of (1) 49 inches: ______(2) 54 inches: ______

Type of Basketball 2: ______

Surface 1: ______

PSI for bounce height of (1) 49 inches: ______(2) 54 inches: ______

Surface 2: ______

PSI for bounce height of (1) 49 inches: ______(2) 54 inches: ______

Describe how the type of basketball, type of ground surface, and the pounds per square inch all affect the bounce of a basketball:

______

______

______

______

______

63

Lesson 9 - Height, Weight, and Wingspan

Description Scholar athletes create a scatterplot based on the height and weight of Mavericks players, then create a scatterplot based on scholar athletes’ heights vs. wingspans.

Materials 1. Lesson 9 Worksheet 2. Tape measure

Answers 1. Mean: 78.5”; Median: 78”; Mode: 77”; Range 18” 2. Mean: 217.3 lbs.; Median: 215 lbs.; Mode: 240 lbs.; Range 110 lbs. 3. Insert Scatterplot Answers Here (add player initials, such as JJB, HB, etc. next to each dot...see chart below) 4. Charts and scatterplots of wingspans and heights will vary

65 TEKS - Math ● 5.9.B - Represent discrete paired data on a scatterplot. ● 5.9.C - Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. ● 6.12.C - Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution. ● 6.12.D - Summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.

TEKS - Science ● 5.2.C - Collect and record information using detailed observations and accurate measuring. ● 5.10.B - Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle.

Website Reference https://www.youtube.com/watch?v=OrpdA5BRx3U Video (3:08): “Sport Science: JaVale McGee”

“Overtime” Opportunity Scholar athletes can be given the opportunity to compare the heights, weights, and wingspans of athletes for other sports, such as baseball, football, hockey, soccer, or lacrosse.

66 Lesson 9 Teacher Guide

Go to: https://www.youtube.com/watch?v=OrpdA5BRx3U, and have the scholar athletes watch the “Sport Science: JaVale McGee” video, and ask for any questions/comments about the video.

Lesson 9 Answers

MAVERICKS PLAYER HEIGHTS AND WEIGHTS (as of December 30, 2019)

Player Height (in feet and inches) Height (in inches) Weight (in pounds)

J.J. Barea 5’ 10” 70” 180 lbs

Ryan Broekhoff 6’ 6” 78” 215 lbs.

Jalen Brunson 6’ 1” 73” 190 lbs.

Antonius Cleveland 6’ 5” 77” 195 lbs.

Seth Curry 6’ 2” 74” 185 lbs.

Luka Doncic 6’ 7” 79” 230 lbs.

Dorian Finney-Smith 6’ 7” 79” 220 lbs.

Tim Hardaway Jr. 6’ 5” 77” 205 lbs.

Justin Jackson 6’ 7” 79” 220 lbs.

Maxi Kleber 6’ 10” 82” 240 lbs.

Courtney Lee 6’ 5” 77” 215 lbs.

Boban Marjanovic 7’ 4” 88” 290 lbs.

Kristaps Porziņģis 7’ 3” 87” 240 lbs.

Dwight Powell 6’ 10” 82” 240 lbs.

Josh Reaves 6’ 4” 76” 214 lbs.

Isaiah Roby 6’ 8” 80” 230 lbs.

Delon Wright 6’ 5” 77” 185 lbs.

67 Worksheet 9.1 Complete this chart by converting the players heights, listed in feet and inches, to their height in only inches.

MAVERICKS PLAYER HEIGHTS AND WEIGHTS (as of December 30, 2019)

Player Height (in feet and inches) Height (in inches) Weight (in pounds)

J.J. Barea 5’ 10” 70” 180 lbs

Ryan Broekhoff 6’ 6” 215 lbs.

Jalen Brunson 6’ 1” 190 lbs.

Antonius Cleveland 6’ 5” 195 lbs.

Seth Curry 6’ 2” 185 lbs.

Luka Doncic 6’ 7” 230 lbs.

Dorian Finney-Smith 6’ 7” 220 lbs.

Tim Hardaway Jr. 6’ 5” 205 lbs.

Justin Jackson 6’ 7” 220 lbs.

Maxi Kleber 6’ 10” 240 lbs.

Courtney Lee 6’ 5” 215 lbs.

Boban Marjanovic 7’ 4” 290 lbs.

Kristaps Porziņģis 7’ 3” 240 lbs.

Dwight Powell 6’ 10” 240 lbs.

Josh Reaves 6’ 4” 214 lbs.

Isaiah Roby 6’ 8” 230 lbs.

Delon Wright 6’ 5” 185 lbs.

68 Worksheet 9.2 Use the “MAVERICKS PLAYER HEIGHTS AND WEIGHTS” chart to answer the questions below. Be sure to include the appropriate units for each answer.

1. Calculate the mean, median, mode, and range for the players’ heights (rounded to the nearest tenth).

Mean: ______Median: ______

Mode: ______Range: ______

2. Calculate the mean, median, mode, and range for the players’ weights (rounded to the nearest tenth).

Mean: ______Median: ______

Mode: ______Range: ______

3. Use the scatterplot below to plot the points that represent each Maverick player’s height vs. weight, and label each point using the player’s initials.

69 70 Worksheet 9.3 Measure scholar athletes’ height vs. wingspan, enter the data on the chart, and graph the data on the scatterplot. SCHOLAR ATHLETE’S HEIGHTS AND WINGSPANS

Scholar Athlete Height (in inches) Wingspan (in inches)

71 72

Lesson 10 - Nutrition for Peak Performance

Description Scholar athletes will learn the basic food groups and the relationship between a healthy diet and athletic performance. Students also learn how to read food labels and identify daily values for various food components such as fat, cholesterol, carbohydrates, fiber, sodium, protein, etc.

Materials 1. Lesson 10 Worksheet (for “Overtime” Opportunity)

Answers Answers will vary.

TEKS - Science ● 5.3.B - Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels.

TEKS - Physical Education ● 5.4.F - Identify the relationship between optimal body function and a healthy eating plan such as eating a variety of foods in moderation according to U. S. dietary guidelines. ● 6.4.F - Identify specific foods that contain protein, vitamins, and minerals that are key elements to optimal body function.

Website References http://www.ibodyfit.com/calc-mycalories_v2.php Franklins’ iBodyFit TDEE Calculator https://www.livestrong.com/myplate/ Livestrong.com MyPlace Calorie Tracker and Fitness Program http://www.calorieking.com/calories-in-fruit.html Nutritional information like calories, carbs, fat, protein and fiber for fruit.

“Overtime” Opportunity Ask each student to write down all food consumed over a certain period (1 day or 1 week) using the Lesson 7 Worksheet. Compare this to the necessary food intake for their age, gender, weight, muscle mass, and activity level.

74 Lesson 10 Teacher Guide

Set Up Part I: Burning Calories Each scholar athlete will need lab notebooks to record the calories they burn with each activity or exercise.

Part II: Calculating Caloric Intake Distribute one candy, snack, or drink to each scholar athlete and lab notebooks so that they can write down the nutritional information. Make sure the food packages have clearly identified nutritional information.

Procedure Part I: Burning Calories

● Present the idea of a calorie (a unit of energy) and the need for humans to fuel their bodies. Without sufficient calories, our bodies would not function. ○ 3,500 calories are approximately 1 pound of weight. ○ Discuss the notion of daily values based on a 2,000 calorie diet. The number of calories needed to fuel your body depends on age, gender, weight, and muscle mass. 75 ○ The more exercise you do the more calories you will burn.

● Ask students to estimate how many calories they should consume per day to fuel their bodies. Website resource: https://www.ibodyfit.com/calc-mycalories_v2.php. ● Ask students to add up the number of calories they burn each day from the following activities:

Activity Calories burned per hour Walking 150 Running 600 Baseball 400 Basketball 500 Bicycling 500 Website resource: https://www.livestrong.com/myplate

Part II: Calculating Caloric Intake ● Discuss the serving size and servings per container to calculate the total number of calories in the snacks or drinks distributed. ▪ Example: Potato chips have 10 servings per container and each serving has 120 calories. How many calories do you consume if you eat all of the potato chips? Answer: 120 x 10 = 1,200 ▪ How much exercise would you need to do in order to burn those calories? Answer: either two hours of running (600 x 2 = 1,200), eight hours of walking (150 x 8 = 1,200), etc. ● Determine how many calories you would consume if you only ate half of the bag of potato chips. Answer: 600 calories One-third of the bag? Answer: 400 calories. ● What other healthy snacks should you consider and how many calories do they have?

Food Calories 1 medium banana 100 1 orange 50 1 mango 125 1 apple 100 1 grape 2 Online resource: http://www.calorieking.com/calories-in-fruit.html

● What is the equivalent amount of fruit for one bag of potato chips? Answer: 12 bananas x 100 calories/banana = 1,200 calories; 24 oranges x 50 calories/orange = 1,200 calories

● Discuss daily nutritional needs based on high-performing athletes.

76 Worksheet 10

Breakfast

Fruits______

Vegetables ______

Grains ______

Protein ______

Dairy ______

Lunch

Fruits ______

Vegetables ______

Grains ______

Protein ______

Dairy ______

Dinner

Fruits ______

Vegetables ______

Grains ______

Protein ______

Dairy ______

77

Lesson 11 - Heart Rate

Description Scholar athletes measure and compare their resting and exercise-related heart rates.

Materials 1. Lesson 11 Worksheet

Answers 1. Answers will vary. 2. a. Resting heart rates will vary but should fall within 50 and 80 beats per minute (while sitting). b. The number line and dots will vary but may look something like this:

c. The center (average) and spread (range) will vary. In the example above, the center could be 85 beats per minute and the range is 79 to 90 beats per minute. d. Answers will vary. e. Answers will vary. f. Answers will vary but threshold may need to be adjusted based on actual heart rates. g. Answers will vary but threshold may need to be adjusted based on actual heart rates. h. Answers will vary. 3. a. One statistical question that could be asked is: “What is the vertical jump of Mavericks basketball players?” b. Highest vertical jump: 43 inches c. Lowest vertical jump: 32 inches d. Most common vertical jump: 38 inches 79

e. How many players jumped higher than 40 inches? 3 players

TEKS - Math ● 5.9.A - Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots. ● 5.9.C - Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. ● 6.4.B - Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates. ● 6.5.A - Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ● 6.12.B - Use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution. ● 6.12.C - Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution. ● 6.12.D - Summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.

TEKS - Science ● 5.4 - Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums. ● 6.2.A - Plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology. ● 6.2.B - Design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology. ● 6.2.D - Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. ● 6.2.E - Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

80

● 6.3.A - Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student. ● 6.4.A - Use appropriate tools, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, balances, microscopes, thermometers, calculators, computers, timing devices, and other necessary equipment to collect, record, and analyze information.

Website Reference https://www.youtube.com/watch?v=Iyjfx47HTLQ Video (2:22): “What Is A Healthy Heart Rate - What Affects Heart Rate - What Is Maximum Heart Rate”

Tips This activity can be done with a heart rate monitor, if available, or by measuring the pulse on your wrist/neck. Resting heart rate should be measured while sitting.

Both teachers and scholar athletes should measure their heart rate so that there is as much data as possible. This would be a good activity to do in a medium-sized group (6-10 people).

Vocabulary words Heart Rate – The speed of the heartbeat measured by the number of contractions of the heart in beats per minute.

Resting Heart Rate – The number of times your heart beats in one minute while at rest. The average resting heart rate is 50-80 beats per minute. Lower values mean your heart is stronger and works more efficiently while higher values may indicate possible health problems.

Vertical Jump – How high a player can jump from a standstill.

81 Worksheet 11 1. What type of activities would increase your heart rate? What type of activity would decrease your heart rate?

______

______

______

______

2. Analyze the heart rates of you and your friends.

a. Measure the resting heart rate of six people

Person 1 name ______Resting heart rate ______(beats per minute)

Person 2 name ______Resting heart rate ______(beats per minute)

Person 3 name ______Resting heart rate ______(beats per minute)

Person 4 name ______Resting heart rate ______(beats per minute)

Person 5 name ______Resting heart rate ______(beats per minute)

Person 6 name ______Resting heart rate ______(beats per minute)

b. Draw a number line from 50 to 100 and create a dot plot of the resting heart rates you measured. Label the number line in increments of 10 (50, 60, 70, 80, 90 and 100).

82 c. What are the center and spread of the heart rate data?

Center ______

Spread ______to ______

d. What is the heart rate for the scholar athlete with the lowest resting heart rate?

Resting heart rate ______(beats per minute) e. What is the heart rate for the scholar athlete with the highest resting heart rate?

Resting heart rate ______(beats per minute) f. How many scholar athletes had a resting heart rate greater than 86 beats per minute?

______g. What fraction of the scholar athletes had a resting heart rate less than 85 beats per minute?

______h. How does your resting heart rate compare to others?

______

______

______

______

83 3. The dot plot below shows the vertical jump of some Mavericks players. A vertical jump is how high a player can jump from a standstill.

a. What statistical question do you think could be answered using these data?

______

______b. What was the highest vertical jump by a player?

______inches c. What was the lowest vertical jump by a player?

______inches d. What is the most common vertical jump?

______inches e. How many players jumped higher than 40 inches?

______

84

Lesson 12 - Plus/Minus Statistic

Description Scholar athletes rank order basketball players by their Box Plus/Minus (BPM).

Materials 1. Lesson 12 Worksheet

Answers 1. Player A (3), Player F (3), Player G (4), and Player J (5) 2. Player C (-4), Player E (-3), Player I (-5), and Player K (-6) 3. Player G (4) 4. Player D (-4)

TEKS - Math ● 6.2.C - Locate, compare, and order integers and rational numbers using a number line. ● 6.3.C - Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. ● 6.3.D - Add, subtract, multiply, and divide integers fluently.

TEKS - Science ● 5.2.G - Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

Website Reference www.basketball-reference.com/about/bpm.html About Box Plus/Minus (BPM)

86 Lesson 12 Answers

PLAYER BOX PLUS/MINUS

Player Offensive Box Defensive Box Overall Plus/Minus Plus/Minus Box Plus/Minus

Player A 1 2 3

Player B 2 -2 0

Player C -3 -1 -4

Player D 2 -4 -2

Player E 0 -3 -3

Player F -1 4 3

Player G 4 0 4

Player H -5 4 -1

Player I -3 -2 -5

Player J 3 2 5

Player K -4 -2 -6

Player L -1 1 0

87 Lesson 12 Teacher Guide

According to www.basketball-reference.com/about/bpm.html, Box Plus/Minus (BPM) is a box score-based metric for evaluating basketball players' quality and contribution to the team.

BPM relies on a player's box score information and the team's overall performance to estimate a player's performance relative to league average. BPM is a per-100-possession stat, the same scale as Adjusted Plus/Minus: 0 is league average, +5 means the player is 5 points better than an average player over 100 possessions (which is about All-NBA level), -2 is replacement level, and -5 is really bad.

Have scholar athletes complete the Lesson 12 Worksheet.

88 Worksheet 12.1 To calculate a basketball player’s Overall Box Plus/Minus Rating, combine (add) the player’s Offensive Box Plus/Minus and Defensive Box/Plus Minus ratings.

PLAYER BOX PLUS/MINUS

Offensive Defensive Overall Player Box Plus/Minus Box Plus/Minus Box Plus/Minus

Player A 1 2 3

Player B 2 -2 0

Player C -3 -1 -4

Player D 2 -4 -2

Player E 0 -3

Player F -1 4

Player G 4 0

Player H -5 4

Player I -3 -2

Player J 3 2

Player K -4 -2

Player L -1 1

89 Worksheet 12.2 Use the “PLAYER BOX PLUS/MINUS” chart to answer the questions below.

1. Which four players have the highest/best Overall Box Plus/Minus?

______

______

2. Which four players have the lowest/worst Overall Box Plus/Minus?

______

______

3. Which player has the highest/best Offensive Box Plus/Minus, and what was his rating?

______

4. Which player has the lowest/worst Defensive Box Plus/Minus, and what was his rating?

______

90

Lesson 13 - NBA Western Conference Teams

Description Scholar athletes analyze data involving the 15 NBA Western Conference teams, their city populations, and the most number of wins for each team since the 2017-18 season.

Materials 1. Lesson 13 Worksheet

Answers 1. Los Angeles, CA; 3,990,456 2. Salt Lake City, UT; 200,591 3. Houston, TX/Rockets; 65 wins 4. Phoenix, AZ/Suns; 21 wins 5. 2018-2019 season; 33 wins 6. Dallas Mavericks; 1,345,047 Houston Rockets; 2,325,502 San Antonio Spurs; 1,532,233

TEKS - Math ● 5.9 - Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. ● 6.12 - The student applies mathematical process standards to use numerical or graphical representations to analyze problems.

TEKS - Science ● 6.2.E - Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

Website Reference https://factfinder.census.gov/ U.S. Census Bureau, American FactFinder https://www.basketball-reference.com/leagues/NBA_2019.html 2018-19 NBA Season Summary

92 NBA WESTERN CONFERENCE CITIES & STATES, TEAM NAMES, CITY POPULATIONS (2018), AND MOST NUMBER OF REGULAR SEASON WINS SINCE 2017-18 SEASON Most # Reg. Season NBA Western Conference City, City Population Wins Since State Team Name (2018) 2017-18 Season Dallas, Texas Mavericks 1,345,047 33 2018-19 Denver, Colorado Nuggets 716,492 54 2018-19 Houston, Texas Rockets 2,325,502 65 2017-18 Clippers 48 2018-19 Los Angeles, California 3,990,456 Lakers 37 2018-19 Memphis, Tennessee Grizzlies 650,618 33 2018-19 Minneapolis, Minnesota Timberwolves 425,403 47 2017-18 New Orleans, Louisiana Pelicans 391,006 48 2017-18 Oklahoma City, Oklahoma Thunder 649,021 49 2018-19 Oakland (Golden State), California Warriors 429,082 58 2017-18 Phoenix, Arizona Suns 1,660,272 21 2017-18 Portland, Oregon Trail Blazers 653,115 53 2018-19 Sacramento, California Kings 508,529 39 2018-19 Salt Lake City, Utah Jazz 200,591 50 2018-19 San Antonio, Texas Spurs 1,532,233 48 2018-19 *Sources: https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk https://www.basketball-reference.com/leagues/NBA_2019.html

93 Worksheet 13 Use the “NBA WESTERN CONFERENCE CITIES & STATES, TEAM NAMES, CITY POPULATIONS (2018), AND MOST NUMBER OF REGULAR SEASON WINS SINCE 2017-18 SEASON” chart to answer the questions below.

1. Which Western Conference city has the highest population and what is the population of that city?

______

2. Which Western Conference city has the lowest population and what is the population of that city?

______

3. Which Western Conference city/team has the most number of wins since the 2017-18 season, and how many wins did the team have that season?

______

4. Which Western Conference city/team has the least number of wins since the 2017-18 season, and how many wins did the team have that season?

______

5. In which season since 2017-18 did the Mavericks win the most games, and how many wins did the Mavericks have that season?

______

6. Which three Western Conference cities/teams are located in Texas, and what are the populations of those cities?

______

______

______

94

Lesson 14 - Player Salaries

Description Scholar athletes determine an approximate net salary of Mavericks players, given their gross salaries.

Materials 1. Lesson 14 Worksheet

Answers 1. Highest: Steph Curry - Golden State Warriors Second Highest: Russell Westbrook - Houston Rockets Third Highest: Chris Paul - Oklahoma City Thunder 2. Kristaps Porziņģis 3. NBA escrow, federal taxes, city/state taxes, agent, 401k 4. Between about 45-55% 5. $4,000,000 6. Tim Hardaway Jr. 7. Josh Reaves and Antonius Cleveland 8. Highest: NBA; Second Highest: MLB; Third Highest: NHL; Lowest: NFL

TEKS - Math ● 5.10.A - Define income tax, payroll tax, sales tax, and property tax. ● 5.10.B - Explain the difference between gross income and net income. ● 6.14.H - Compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.

TEKS - Science ● 6.2.D - Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

Website References http://www.espn.com/nba/story/_/id/20715128/nba-player-salaries-take-home-pay ESPN Video (1:51): “How much the NBA's biggest stars actually earn” (2017) http://hoopshype.com/salaries/players/ List of NBA players’ salaries

96 “Overtime” Opportunity Scholar athletes can be given the opportunity to compare the gross and net salaries of athletes in other sports, such as baseball, football, hockey, and soccer.

Lesson 14 Teacher Guide

Ask scholar athletes to predict/guess the Top 3 highest paid players in the NBA, and highest paid Mavericks player, for the 2019-20 season, and have them write their predictions/guesses on the Lesson 9 Worksheet (Question 1 Answer: Steph Curry, Russell Westbrook, and Chris Paul; Question 2: Kristaps Porziņģis).

Ask scholar athletes to list the types of deductions that NBA players need to pay before they receive their net/take home salary, and have them write their predictions on the Lesson 9 Worksheet (Question 3 Answer: NBA escrow, federal taxes, city/state taxes, agent, 401k).

Ask scholar athletes to predict/guess the percent of their gross pay that NBA players get to keep (take home pay), and based on that percentage, estimate Maxi Kleber’s net pay, given his $8 million salary (Question 4 answer: 50%; Question 5 answer: about $4 million).

Go to: http://www.espn.com/nba/story/_/id/20715128/nba-player-salaries-take-home-pay, and have the scholar athletes watch the “How much the NBA's biggest stars actually earn” video. Scroll down the webpage to view the Net Pay vs. Gross Pay chart and the map which shows the level of state income tax in the NBA. Use this video and the chart/map to discuss the difference between net pay and gross pay.

Direct the scholar athletes to: http://hoopshype.com/salaries/players, and have them complete the “MAVERICKS PLAYER SALARIES FOR 2019-20 SEASON” chart. It is recommended that scholar athletes use “50%” as the “Est. % Net” for all Mavericks players, but adjustments to this percent can be made to challenge high-performing scholar athletes.

97 Lesson 14 Worksheet Answers

DALLAS MAVERICKS PLAYER SALARIES FOR 2019-20 SEASON (as of January 5, 2020)

Player Gross Salary Est. % Net Net Salary

J.J. Barea $2,564,753 50% $1,282,377

Ryan Broekhoff $1,416,852 50% $708,426

Jalen Brunson $1,416,852 50% $708,426

Antonius Cleveland $79,568 50% $39,784

Seth Curry $7,461,380 50% $3,730690

Luka Doncic $7,683,360 50% $3,841,680

Dorian Finney-Smith $4,000,000 50% $2,000,000

Tim Hardaway Jr. $20,025,127 50% $10,012,564

Justin Jackson $3,280,920 50% $1,640,460

Maxi Kleber $8,000,000 50% $4,000,000

Courtney Lee $12,759,670 50% $6,379,835

Boban Marjanovic $3,500,000 50% $1,750,000

Kristaps Porziņģis $27,285,000 50% $13,642,500

Dwight Powell $10,259,375 50% $5,129,688

Josh Reaves $79,568 50% $39,784

Isaiah Roby $1,500,000 50% $750,000

Delon Wright $9,473,684 50% $4,736,842

98 Worksheet 14.1 The chart below lists the salaries of the Mavericks players for the 2019-20 season (as of January 5, 2020). Fill in the missing information.

DALLAS MAVERICKS PLAYER SALARIES FOR 2019-20 SEASON (as of January 5, 2020)

Player Gross Salary Est. % Net Net Salary

J.J. Barea $2,564,753 $1,282,377

Ryan Broekhoff $1,416,852 $708,426

Jalen Brunson $1,416,852

Antonius Cleveland $79,568

Seth Curry $3,730690

Luka Doncic $7,683,360

Dorian Finney-Smith $4,000,000

Tim Hardaway Jr. $10,012,564

Justin Jackson $3,280,920 $1,640460

Maxi Kleber $8,000,000

Courtney Lee $12,759,670

Boban Marjanovic $3,500,000 $1,750,000

Kristaps Porziņģis $13,642,500

Dwight Powell $10,259,375

Josh Reaves $39,784

Isaiah Roby $1,500,000

Delon Wright $9,473,684 $4,736,842

99 Worksheet 14.2 Answer the questions below.

1. Who do you think are the three highest-paid NBA players?

______

______

______

2. Who do you think is the highest-paid Mavericks player?

______

3. An NBA player’s net salary (take home pay) is always less than his gross salary. What are some deductions (types of amounts that players do not get to keep) that NBA players have to pay?

______

______

______

4. Predict the percentage of an NBA player’s gross salary that he actually gets to keep (take home pay):

______%

5. Maxi Kleber’s gross salary for the 2019-20 season is $8,000,000. Given the percentage prediction you provided in Question 3 above, about how much of the $8,000,000 do you predict he gets to keep (take home pay) this season?

______

100 Complete the “DALLAS MAVERICKS PLAYER SALARIES FOR 2019-20 SEASON” chart, using the estimated net percentage provided by your teacher, then use the info from the chart to answer the questions below.

6. Who is the second-highest paid Mavericks player for the 2019-20 season?

______

7. Who are the two lowest paid Mavericks players for the 2019-20 season?

______

______

8. Predict/Guess the ranking of which major U.S. sports leagues (MLB, NBA, NFL and NHL) have the highest, second highest, third highest, and lowest average salaries:

League With Highest Average Salary: ______

League With Second Highest Average Salary: ______

League With Third Highest Average Salary: ______

League With Lowest Average Salary: ______

101

Lesson 15 - Design a Basketball Arena

Description Scholar athletes learn about NBA teams, their arenas, and design their own arena.

Materials 1. Lesson 15 Worksheet 2. Poster board 3. Anything the scholar athletes need to build the arena

TEKS - Math ● 6.4.H - Convert units within a measurement system, including the use of proportions and unit rates. ● 6.5.A - Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions.

TEKS - Science ● 5.1.B - Make informed choices in the conservation, disposal, and recycling of materials.

Website References https://www.youtube.com/watch?v=EUK5XxzF34M Video (3:14): American Airlines Center Architecture https://www.mavs.com/tour Virtual tour of American Airlines Center https://en.wikipedia.org/wiki/American_Airlines_Center Information about American Airlines Center

“Overtime” Opportunity Scholar athletes can be given the opportunity to design an arena or stadium for other sports, such as baseball and football.

103 Lesson 15 Answers

Arizona (1 team): Phoenix Suns

California (4 teams): Golden State Warriors, Los Angeles Clippers, Los Angeles Lakers, and Sacramento Kings

Colorado (1 team): Denver Nuggets

District of Columbia (1 team): Washington Wizards

Florida (2 teams): Miami Heat and Orlando Magic

Georgia (1 team): Atlanta Hawks

Illinois (1 team): Chicago Bulls

Indiana (1 team): Indiana Pacers

Louisiana (1 team): New Orleans Pelicans

Massachusetts (1 team): Boston Celtics

Michigan (1 team): Detroit Pistons

Minnesota (1 team) : Minnesota Timberwolves

New York (2 teams): Brooklyn Nets and New York Knicks

North Carolina (1 team): Charlotte Hornets

Ohio (1 team): Cleveland Cavaliers

Oklahoma (1 team): Oklahoma City

Ontario, Canada (1 team): Toronto Raptors

Oregon (1 team): Portland Trail Blazers

Pennsylvania (1 team): Philadelphia 76ers

Tennessee (1 team): Memphis Grizzlies

Texas (3 teams): Dallas Mavericks, Houston Rockets, and San Antonio Spurs

Utah (1 team): Utah Jazz

104 Wisconsin (1 team): Milwaukee Bucks

Lesson 15 Teacher Guide

Set Up This lesson involves four parts: Part 1: Learn about NBA teams Part 2: Research three NBA arenas Part 3: Identify features of a new arena Part 4: Draw or construct a model of the arena in two or three dimensions

Part 1: How many NBA teams are there? There are currently 30 teams in the NBA. The league is divided up into two conferences, the Eastern Conference and the Western Conference. The Eastern Conference has three divisions called Atlantic, Central, and Southeast. The Western Conference also has three divisions, which are the Northwest, Pacific, and Southwest. Each division has 5 teams.

Eastern Conference Western Conference Atlantic Northwest ● Boston Celtics ● Denver Nuggets ● Brooklyn Nets ● Minnesota Timberwolves ● New York Knicks ● Oklahoma City Thunder ● Philadelphia 76ers ● Portland Trail Blazers ● Toronto Raptors ● Utah Jazz

Central Pacific ● Chicago Bulls ● Golden State Warriors ● Cleveland Cavaliers ● Los Angeles Clippers ● Detroit Pistons ● Los Angeles Lakers ● Indiana Pacers ● Phoenix Suns ● Milwaukee Bucks ● Sacramento Kings

Southeast Southwest ● Atlanta Hawks ● Dallas Mavericks ● Charlotte Bobcats ● Houston Rockets ● Miami Heat ● Memphis Grizzlies ● Orlando Magic ● New Orleans Pelicans ● Washington Wizards ● San Antonio Spurs

105 Part 2 Research four basketball arenas (college or professional) and identify the following information for each: ● Year Opened ● Seating capacity ● Unique features of the arena, including architecture, dimensions, and food offerings Complete worksheet provided.

Part 3 Identify features of a new arena that you create. Consider: ● Unique architectural features of the arena (e.g., scoreboard, corporate sponsorship, etc.) ● Seating capacity ● Seat pricing ● Technology – lights, high definition screens, sound systems ● Accessibility for the handicapped ● Restrooms – how many and where? ● Location – near public transportation, other venues, “sports district” with shops & restaurants ● Parking – number of spots and cost ● Security – promoting ease of entrance without compromising player and fan safety ● Home and away team locker room facilities – what makes an NBA player want to play here ● Press & media facilities – promoting your own team and facility ● Environmental considerations: color, temperature, recycling

American Airlines Center, Dallas, TX

Part 4 Draw or construct a model of the arena in two or three dimensions

106 Worksheet 15.1

Use the graphic to help identify the 30 NBA teams and cities.

107 Identify the teams in each state:

Arizona (1 team) ______

California (4 teams) ______

______

Colorado (1 team) ______

District of Columbia (1 team) ______

Florida (2 teams) ______

Georgia (1 team) ______

Illinois (1 team) ______

Indiana (1 team) ______

Louisiana (1 team) ______

Massachusetts (1 team) ______

Michigan (1 team) ______

Minnesota (1 team) ______

New Jersey (1 team) ______

New York (2 teams) ______

North Carolina (1 team) ______

Ohio (1 team) ______

Oklahoma (1 team) ______

Ontario, Canada (1 team) ______

Oregon (1 team) ______

Pennsylvania (1 team) ______

Tennessee (1 team) ______

Texas (3 teams) ______

______

Utah (1 team) ______

Wisconsin (1 team) ______

108 Worksheet 15.2 Arena 1 Arena 2

Team: ______Team: ______

Arena: ______Arena: ______

Year Opened: ______Year Opened: ______

Capacity: ______Capacity: ______

Unique Features: ______Unique Features: ______

______

______

______

______

Arena 3 Arena 4

Team: ______Team: ______

Arena: ______Arena: ______

Year Opened: ______Year Opened: ______

Capacity: ______Capacity: ______

Unique Features: ______Unique Features: ______

______

______

______

______

109

Lesson 16 - Resistance Description Scholar athletes will use the running parachute to measure the impact of air resistance on running speed.

Materials 1. Agility cones 2. Parachute 3. Stopwatch 4. Tape measure

Standards

Physical Education 6.3.D - The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to identify and know how to use technological tools used for measuring and monitoring fitness parameters such as computer programs, heart rate monitors, skin-fold calipers, and impedance testing equipment.

Website References https://www.youtube.com/watch?v=iNfLafbsp-I Parachute Running Progression https://www.youtube.com/watch?v=_Ck23yw1fl4 Sprint Training With Resistance Parachute https://www.youtube.com/watch?v=2bB_yasNPZQ Parachute - Sprinting Instructional Drills (How to Run Faster and Increase Speed)

111 Set up and Procedure The Speed Chute allows you to maximize acceleration and top-end speed through progressive resistance and overspeed training. The Speed Chute features a quick-release buckle for that mid- stride, shot-out-of-the-cannon sensation. The resistance allows you to improve stride length and frequency.

The running parachute provides 15-30 lbs of resistance with its 54” diameter. 1. Identify a 25 to 50-yard area to run. 2. The runner should attach the parachute to their waist. 3. A second person should hold the parachute at chest level so that is it open before the running takes off. 4. The runner should go at full speed with the parachute attached. 5. Next, the running should go the same distance (25 to 50 yards) without the parachute and compare how much faster they can cover the same distance.

112 Worksheet 16 Measure the running time with and without resistance from the parachute.

Student Name Time With Parachute Time Without Time Difference (in sec.) Parachute (in sec.) (in sec.)

113

Lesson 17 - Hydration

Description Scholar athletes explore the elements of hydration and identify hydration needs for athletes.

Materials 1. Worksheet 2. Pencil 3. Water Bottle

Vocabulary words Hydration - To supply water to a person in order to restore or maintain a balance of fluids. Ounce - a unit of weight, approximately 28 grams.

Standards ● Physical Education 6.4.F - The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to identify specific foods that contain protein, vitamins, and minerals that are key elements to optimal body function

Website References https://www.youtube.com/watch?v=P8c9DIiAFz8&vl=en-US Hydration https://www.youtube.com/watch?v=9iMGFqMmUFs What would happen if you didn’t drink water? - Mia Nacamulli

115 Lesson 17 Answer Key

Staying hydrated is important for everyone and this is especially true for athletes. Why is water important? ● It keeps body cells, tissues and organs running smoothly. ● It helps maintain a constant internal temperature. ● It prevents constipation, cushions joints and protects body organs.

How do you know you’re getting enough water? ● Check the color of your urine; it should be the color of light lemonade. If it is the color of apple juice, you need to drink more water. ● Pay attention to how often and how much you urinate. If you are urinating small amounts, it could be a sign to drink more fluids.

Signs of dehydration: ● Dry mouth, flushed skin, fatigue, and headache. ● Increased body temperature, breathing, and pulse rate. ● Dizziness, weakness, impaired breathing with activity. ● Dark-colored urine - the color of apple juice (however, vitamins and certain medications may also cause this).

To improve performance: ● Drink water before, during, and after exercise. ● The more you sweat, the more water you should drink. ● Different people react differently to the environment, higher temperatures and altitude may require more water.

Tips for staying hydrated: ● Don’t wait until you are thirsty; make a habit out of drinking at least eight 8-ounce glasses of water daily. ● Have an 8-ounce glass of water at every meal. ● Keep a bottle filled with water nearby to remember to take water breaks. ● If you see a water fountain, stop to take a sip. ● Drink water before and after being outside on a hot or warm day

116 Worksheet 17

Staying hydrated is important for everyone and this is especially true for athletes.

1. Why is water important?

2. How do you know you’re getting enough water?

3. Signs of dehydration:

4. To improve performance:

5. Tips for staying hydrated:

6. Why is it important to drink water during and after playing basketball?

7. What unit of measurement is used to measure the amount (volume) of water?

117 8. If a basketball player has a 24 ounce bottle water, how many ounces should he drink if he wants ½ of it?

9. If a basketball player has a 24 ounce bottle water, how many ounces should he drink if he wants ¼ of it?

10. If a basketball player has a 24 ounce bottle water, how many ounces should he drink if he wants ⅛ of it?

Hydration Log For every ounce of water you drink, mark off one drop.

Hydration Hydration Hydration

Hydration Hydration Hydration

118 Where do you fall on the Urine Color Chart? Do you need to drink more water?

Source: www.heathline.com

119

Lesson 18 - Running Forward vs. Running Backward

Description Scholar athletes compare their speed of running forward versus running backward.

Materials 1. Worksheet 2. Pencil 3. Tape Measure 4. Stopwatch 5. Cones

Vocabulary Words Scatter plot - a type of plot or diagram using the coordinate plane to display values for two variables for a set of data.

Standards ● Math 6.12.A - Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.

Website References https://www.youtube.com/watch?v=lnNZ5h7tBXg Forward and Backward Run

https://www.youtube.com/watch?v=zn87Sshx3m4 Running Backwards Drill for Youth Basketball, Defence Drills, Skills

https://www.youtube.com/watch?v=9QsAnW3Y0vg How to backpedal (DB Footwork) Backwards Retro Running for Strength

121 https://www.youtube.com/watch?v=0LMrXwfxTPM Sprinting Stride Length to Stride TurnOver Ratio | Sprint Training

122 Worksheet 18

Each scholar athlete runs forward 10 yard, 20 yard, and 30 yard distances, with their times recorded. They then run backward the same distances. Their forward speed (x) and backward speed (y) are then plotted on a coordinate grid for each distance.

Running Forward Time (x) Running Backward Time (y)

10 yards ______

20 yards ______

30 yards ______

Once the three coordinates are plotted on a coordinate grid, scholar athletes are to draw a line of “best fit” starting at the origin, the point (0, 0). Based on that line, scholar athletes predict their forward and backward time for a 40 yard distance.

Predicted Running Forward Time Predicted Running Backward Time

40 yards ______

Once the prediction has been made, each scholar athlete runs forward 40 years, then backward 40 yards, and compares the predicted time to the actual time.

Actual Running Forward Time Actual Running Backward Time

40 yards ______

123

Lesson 19 - Broad Jump Description Scholar athletes will learn about the broad jump and unit conversion.

Materials 1. Worksheet 2. Pencil 3. Tape Measure 4. Cones 5. Broad Jump Mat

Vocabulary Words Scatter plot - a type of plot or diagram using the coordinate plane to display values for two variables for a set of data.

Standards ● Math 6.12.A - Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.

Website References https://basketballhq.com/standing-broad-jumps-basketball-drill Standing Broad Jumps Basketball Drill

125 Worksheet 19 Part 1: Scholar athletes will start by standing on the mat and jumping with one foot. Each student will jump using their only left foot or right foot and track the distance they were able to jump for each.

Left Foot Jump Left Foot Jump Right Foot Jump Right Foot Jump Distance (ft) Distance (yds) Distance (ft) Distance (yds)

1st Jump

2nd Jump

3rd Jump

126 Part 2: Scholar athletes will then estimate the distance they can jump with two feet and then compare that with the distance they actually were able to jump. Predicted Jump with Both Feet Actual Jump with Both Feet

Part 3: Once all students have completed the jump with two feet, the class will plot each of their distances on a number line to see who jumped the farthest.

127

Lesson 20 - STEM Occupations

Description Scholar athletes explore different STEM job occupations in sports and the knowledge, skills, and work activities associated with each.

Materials 1. STEM Occupation website https://www.onetonline.org/find/stem?t=0

Standards ● Investigating careers (Middle School): The student investigates the professional skills needed for college and career success

Set up and Procedure 1. Direct students to the STEM Occupations website https://www.onetonline.org/find/stem?t=0 2. Assign to individual or group of students one of the following STEM occupations related to sports: Anesthesiologist, Architect, Athletic Trainer, Business Intelligence Analyst, Chiropractor, Civil Engineer, Computer and Information Systems Manager, Computer Network Architect, Computer Programmer, Dietitian and Nutritionist, Electrical Engineer, Emergency Medical Technician and Paramedic, Energy Engineer, Exercise Physiologist, Industrial Engineer, Ophthalmologist, Physical Therapist, Podiatrist, Radiologist, Sports Medicine Physician, Statistician, Video Game Designer, Web Developer. 3. Each student should complete the following information for the chosen occupation: https://www.onetonline.org/link/summary/15-1134.00 Occupation name: Web Developer Occupation description: Design, create, and modify Web sites. Analyze user needs to implement Web site content, graphics, performance, and capacity. Technology skills: Database management system software Knowledge: Computers and electronics Percent of respondents indicating need for Bachelor's degree: 46% Wages: $33.38 hourly, $69,430 annual Connection to sports: Every sports team has a website that is used to show the team’s schedule and game results, lists the player bios and statistics, provides ways for fans to purchase tickets and merchandise, and advertises future game promotions.

Website References https://www.onetonline.org/find/stem?t=0 Browse STEM Occupations

129 https://www.onetonline.org/link/summary/15-1134.00 Summary Report for Web Developer (example) https://www.youtube.com/watch?v=MpLHMKTolVw The NBA Data Scientist

130 Worksheet 20 Research one STEM occupation from the https://www.onetonline.org/find/stem?t=0 website and identify the following information:

Occupation Name: ______

Occupation Description: ______

______

______

______

Technology Skills: ______

Knowledge: ______

Percent of respondents indicating need for a Bachelor’s degree: ______

Wages: ______

Connection to Sports: ______

______

______

______

______

131 Dallas Mavericks Science of Basketball Fun Facts

The weight of a men's basketball is 20 to 22 ounces (567 to 624 grams). The weight of a women’s basketball is 18 to 20 ounces (510 to 567 grams).

The basketball measures 9 inches in diameter, and must be inflated to between 8.5 and 9.5 pounds per square inch.

The definition of basketball is a game played by two 5-player teams, the object of which is to get the ball through the opposing player's hoop the most times to score the most points, or a large ball that is used in the game.

The history of basketball began with its invention in 1891 in Springfield, Massachusetts by Canadian physical education instructor James Naismith as a less injury-prone sport than football.

The basket's steel rim has an 18-inch diameter.

The regulation basketball court in the NBA and NCAA basketball is 50 feet wide by 94 feet long.

The backboard behind the net is 3.5 feet by 6 feet.

The rim of the basket is 10 feet high from the court floor.

In 1936, basketball became an official game at the Olympics.

James Naismith, a teacher at a YMCA in Springfield, Massachusetts is credited with inventing basketball in 1891.

The National Basketball League (NBL) and the Basketball Association of America (BAA) merged in 1948-49 to found what is known today as the National Basketball Association (NBA).

The NBA is a collection of 30 teams, broken down by two conferences with three divisions apiece. The Western Conference plays host to the Northwest, Pacific and Southwest Divisions, featuring the following 15 teams

There are 82 games in the NBA's regular season.

132 Each NBA team can have a maximum of 15 players, 13 of which can be active each game.

Each quarter lasts 12 minutes. Each overtime period lasts 5 minutes.

Both ends of the floor feature a free throw line, 15 feet from the rim, and a 3-point arc that runs from 23 feet, 9 inches from the basket at the top of the perimeter to 22 feet at the baselines. The corner 3-pointer has become one of the league's most popular shots because of the difference.

133 Science of Basketball Fun Facts

The weight of a men's basketball is 20 to 22 ounces (567 to 624 grams). The weight of a women’s basketball is 18 to 20 ounces (510 to 567 grams).

The basketball measures 9 inches in diameter, and must be inflated to between 8.5 and 9.5 pounds per square inch.

The definition of basketball is a game played by two 5-player teams, the object of which is to get the ball through the opposing player's hoop the most times to score the most points, or a large ball that is used in the game.

The history of basketball began with its invention in 1891 in Springfield, Massachusetts by Canadian physical education instructor James Naismith as a less injury-prone sport than football.

The basket's steel rim has an 18 inch diameter.

The regulation basketball court in NBA and NCAA basketball is 50 feet wide by 94 feet long.

The backboard behind the net is 3.5 feet by 6 feet.

The rim of the basket is 10 feet high from the court floor.

In 1936, basketball became an official game at the Olympics.

James Naismith, a teacher at a YMCA in Springfield, Massachusetts is credited with inventing basketball in 1891.

The National Basketball League (NBL) and Basketball Association of America (BAA) merged in 1948-49 to found what is known today as the National Basketball Association (NBA).

Both ends of the floor feature a free throw line, 15 feet from the rim, and a 3-point arc that is 20 feet, 9 inches from the basket.

134 Basketball Vocabulary

1. Backboard - a board used to support the back of someone or something

2. Basket - a container that is usually woven and has handles

3. Basketball - a game played on a court by two opposing teams of 5 players

4. Basketball court - the court on which basketball is played

5. Basketball game - a game played on a court by two opposing teams of 5 players

6. Basketball hoop - horizontal circular metal hoop supporting a net through which players try to throw the basketball

7. Basketball league - an association of sports teams that organizes matches for its members

8. Basketball team - a group of five players that work together to score points, usually comprised of a center, two forwards, and two guards

9. Dribble - the bouncing of a ball by repeated taps or kicks

10. Dunk - a basketball shot in which the basketball is propelled downward into the basket

11. Foul - break the rules

135 12. Foul line - a line from which basketball players take penalty shots

13. Free - throw an unhindered basketball shot from the foul line

14. Guard - watch over or shield from danger or harm

15. James Naismith - United States educator who invented the game of basketball

16. Jump shot - a player releases the basketball at the high point of a jump

17. Man-to-man - being a system of play in which an individual defensive player guards an individual offensive player

18. Out-of-bounds - outside the foul lines

19. Personal foul - a foul that involves unnecessarily rough contact

20. Professional basketball - playing basketball in an organized league for money

21. Rebound - spring back; spring away from an impact

22. Set shot - a two-handed basketball shot from a stationary position

136 138 137