<p> Basketball Fans</p><p>CC6 – SP 1; SP 5 a & b Launch:</p><p>We want students to know that statistics have variability (6SP1); that they can describe and display data in various ways (6SP4), such as number lines, dot plots, histograms, box plots, etc.; and that they can summarize numerical data from observation and describe distributions (6SP5). </p><p>______</p><p>Materials needed: </p><p>Waste baskets </p><p>Official “paper toss” paper or nerf balls.</p><p>High school basketball roster</p><p>Data worksheet</p><p>Questioning worksheet</p><p>We want students to be engaged in interesting and relative material. </p><p>Students will experience and document their personal best (field goals, free throws, 3 pts). Students will attend their local team’s basketball game; using a team roster and their data gathering sheet, students will collect and record the data that they observe during the game.</p><p>Students will work individually, in pairs, with small groups, with their family, and as a class.</p><p>______</p><p>In order to peak interest, two basketball players’ statistics will be compared and contrasted: Collegian, Jimmer Fredette and NBA Star, Darin Williams:</p><p>Let students watch Deron Williams on http://www.youtube.com/watch?v=IuTN1ItjS5s</p><p>Show Deron Williams stats for the 2010-2011 year;</p><p>Field goals made-attempted-%</p><p>6.6- 15.0- 43.9% Free throws made-attempted-%</p><p>5.4- 6.3- 84.5%</p><p>Total PPG-20.1</p><p>Share Jimmer’s Stats (at end of this document). Do all these numbers on a page make you nervous, overwhelm you? Introduce by asking why all these numbers (stats) are important to record? What does it tell us? How meaningful is this information? </p><p>Will scaffold students with discussion of vocabulary and relate the data to previously learned mathematics (ratios and percentages, averages, etc.). Will look at game averages versus yearly averages, specifically focusing on attempted versus made Field Goals (including 3 pts.), attempted.</p><p>Compare and contrast the stats between Williams and Fredette, NBA professional and collegiate athlete. Explain how ratios are used to calculate these stats and find percents. After reviewing Jimmer and Darin’s stats in general, focus and discussion will center on a narrower range of data: FG (including 3 pts.), FT, and total points.</p><p>Explore:</p><p>As a class, students will play a indoor/modified game of basketball with nerf balls/trash cans, with each student getting 10 attempts each from: “in the paint”, “3 pt. range, and “free throw” and total score (out of a total possible of 60 points). Afterward, they will determine their own stats for each (attempted versus made) for each of these and plot the data, showing it in more than one way.</p><p>Separate class into 4-5 groups. Place waste baskets 8-9 feet from marked foul line. Throw paper ball at basket 3 times per person for practice. Then students throw paper ball at basket ten times per person, recording the number of hits per person within the group. Work within their teams to calculate individual and team percentages for ten foul shots, ten shots in the paint, and ten three-pointers. Determine highest individual and team percentages. Display the data in a line plot, histogram, or box and whisker graph.</p><p>Make sure that each student gets a chance to make their shots.</p><p>Roam the room checking to see that kids are helping each other calculate their percentages and make their displays. Those who complete task early will assist others.</p><p>______</p><p>1) First, working in groups of two, class data for the above exercise will be gathered, discussed, analyzed, compared and contrasted. These groups will then determine their mathematical method of communicating this data and present their findings to the class in a variety of ways: line plot, bar graph, circle graph, box & whisker, etc.</p><p>2) Afterwards, small groups will share/compare with neighbor groups, with a final general class review.</p><p>3) To extend this exercise, students will then create a data gathering sheet, to be used at an upcoming basketball game. It will include the team’s roster of players (starters and bench) along with the same four areas: FG, FT, 3PT, and Total Pts. Their homework assignment is to attend the game, and complete their data gathering worksheet. Before the game, they will record which player they think will have the greatest total score, highest field goals, highest free throw percentages, and greatest playing time. </p><p>Students are to attend their local high school basketball game. Obtain a roster of the team. Record the names and numbers of the players on the data record sheet. Pay attention to the game and record the number of field goals attempted and made, free throws attempted and made, and the total points per game for each member of the basketball team. Be prepared to answer the questions on the questioning worksheet, and justify those answers.</p><p>Debrief:</p><p>For students/small groups who complete the assignment early, they may take on the task of comparing/contrasting the math class’s stats with the varsity team stats.</p><p>After the game, students will compare their findings to include:</p><p>What happened in the game?</p><p>Who would name as MVP? Why?</p><p>How did the bench players contribute to the team/outcome?</p><p>Compare and contrast their (bench player) stats to the starter’s stats. Should any bench player be moved to the starting line-up? Why or Why not? </p><p>If you were a coach, who would be in your starting line-up? Justify your position (How would statistics assist you in your thinking)?</p><p>In small groups, students will review the homework assignment and plot results. Afterwards, small groups will share with the class their findings. </p><p>GLOSSARY</p><p>GP: Games played GS: Games started MIN: Minutes FGM: Field Goals Made FGA: Field Goals Attempted FG%: Field Goals Percentage per game PTS: Points APG: Assists per game SPG: Steals per game FTM: Free Throws Made FTA: Free Throws Attempted FT%: Free Throws Percentage per game RPG: Rebounds per game AST: Assists TO: Turnovers STL: Steals BPG: Blocks per game TPG: Turnovers per game PPG: Points per game BLK: Blocks OFFR: Offensive Rebounds DEFR: Defensive Rebounds REB: Rebounds 3PM: Three-point Field Goals Made 3PA: Three-point Field Goals Attempted 3P%: Three-point Field Goals % Jimmer Fredette #32 G 2010-11 STATS PPG APG 3P% RPG BPG SPG 28.9 4.3 .396 3.4 0 1.3 Birth PlaceGlens Falls, NY Experience4 years Height 6-2 Class Senior Weight 195 lbs. Position G Season Averages</p><p>SEASON TEAM MIN PTS REB AST TO A/T STL BLK PF FG% FT% 3P% PPS</p><p>2007-2008 BYU 18.5 7.0 1.1 1.7 1.2 1.49 .8 .1 1.3 .407 .854 .336 1.20</p><p>2008-2009 BYU 33.0 16.2 3.0 4.1 2.6 1.59 1.5 .1 1.3 .480 .847 .382 1.40</p><p>2009-2010 BYU 31.1 22.1 3.1 4.7 2.7 1.71 1.2 .1 1.1 .458 .892 .440 1.53</p><p>2010-2011 BYU 35.8 28.9 3.4 4.3 3.5 1.22 1.3 .0 1.3 .452 .894 .396 1.40</p><p>Season Totals Rebounds </p><p>SEASON TEAM GP MIN FG FGA FTM FTA 3PM 3PA PTS OFF DEF TOT AST TO STL BLK PF</p><p>2007-2008 BYU 35 647 83 204 35 41 43 128 244 8 29 37 61 41 27 3 44</p><p>2008-2009 BYU 33 1090 184 383 116 137 52 136 536 18 80 98 135 85 50 3 43</p><p>2009-2010 BYU 34 1059 225 491 224 251 77 175 751 25 80 105 159 93 41 5 36</p><p>2010-2011 BYU 37 1323 346 765 252 282 124 313 1068 24 103 127 160 131 49 1 49</p><p>Data Worksheet High School Basketball Game</p><p>Players’ Number Field Field Percent Free Free Percent Total Points Goals Goals Throws Throws Names Attempted Made Attempted Made Basketball Game</p><p>Questioning Worksheet 1. Who was the MVP of the game? Why did they choose that player?</p><p>2. How did the stats of the bench compare with the stats of the starters?</p><p>3. Should anyone on the bench be starting? What stats make you think that?</p><p>4. If you were the coach, who would you put in the starting line up? </p><p>5. Make a graph of the total points of each player in the game.</p>