MIAA360: Lesson Study

Team Members: Jason Stedtfeld, Thaihoa Nguyen, Elane McCarty

Teaching Dates: May 15, 2015

Concept for this lesson: Understanding Averages

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage

Introduction of Teaching Team and the plan for the

lesson.

Time:
Materials:
Computers
Organization Chart

Evaluate
Student notebooks

Grade Span: 7th Grade (4-8)

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM,
MPS, NGSS,
21st Century

Students examine baseball cards and notice

the set up of statistics by year.

Collaboration

Before current lesson

We have been studying baseball. Students have
researched aspects of the game; rules, how to swing a
bat, how to throw a ball, current teams and players,
statistics involved. We have played baseball as a PE
activity and I have been reading Moneyball which is
about new baseball statistics and explains how they
are used in selecting players.
Each group gets 10 baseball cards and instructed to
examine them front and back.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Explore:
Time:
20 minutes
Materials:
Chart Paper
Student notebooks

Evaluate
Student responses

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Teacher provides the question, What do you notice

about the data on the back of the baseball card?

In their group, students discuss the data

that is on the back of the card, such as hits,
home runs etc.

Whole class discussion: Teacher creates a list of what

the students notice about the data.

Students volunteer their groups findings.

Possible responses:
Some years the player gets a lot of hits, some years
very little.
Some have two teams in one year.
Players batting average is a decimal.

Teacher provides the question, What do you wonder

about the data?

In their group, students discuss the data

that has been collected and write down
what they wonder.

Whole class discussion: Teacher creates a list of what

the students wonder about the data.

Students volunteer their groups findings.

Standard
CCCSSM,
MPS, NGSS,
21st Century
7.SP.1 Understand
that statistics can be
used to gain information
about a population by
examining a sample of
the population;
generalizations about a
population from a
sample are valid only if
the sample is
representative of that
population. Understand
that random sampling
tends to produce
representative samples
and support valid
inferences.

Collaboration

Possible responses:
What is an at bat?
Why do some players have more at bats than others?
Why is this information important?
How can a player get more walks than at bats?

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Explain:
Time:
20 minutes
Materials:

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM,
MPS, NGSS,
21st Century

Teacher explains how baseball managers use players

averages to determine a players value.

Students take notes and ask questions as

they arise.

Collaboration

Teacher asks students, What do you notice about the

average for this player?

In their group, students discuss the data

that has been collected and write down
what they notice.

Collaboration

Whole class discussion: Teacher creates a list of what

the students notice about the data.

Students volunteer their groups findings.

By looking at data from each year we can use the

average as the probability for the next year. It shows
how likely a player is to get a lot of hits or home runs.
Teacher models, with an unassigned player, how to
calculate the average number of hits a player gets in a
game.

Possible responses:
Its in between the lowest year and the highest year.
Its more than 0.

Evaluate
Student responses

Teacher asks students, What do you wonder about

the average for this player?

In their group, students discuss the data

that has been collected and write down
what they wonder.

Whole class discussion: Teacher creates a list of what

the students wonder about the data.

Students volunteer their groups findings.

Possible responses:
What does this mean for the player?
Why is his average different than any of the amounts
from any year?

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Extend:

Teacher uses Home Runs for the same player as a

second example. Guiding questions along the way.

Students do along with the teacher making

calculations on their own

Teacher asks students to calculate the averages for

their players.

Students calculate averages for AB, H, HR

in their notebooks.

Teacher asks students to rank the players from best

hitter to worse hitter by any means reasonable.
Instruct them to write an explanation for ranking the
best player and the worse player.

Students rank players any way they want. It

could be by best hit average, walk average
or at bat average. They must explain their
choice for #1 and #10.

Standard
CCCSSM,
MPS, NGSS,
21st Century

Time:
30 - 40minutes
Materials:

Collaboration
Critical Thinking
Problem Solving

In the video, I suggested to create a problem that

could relate to their daily activity.

Evaluate
Student notebook and
explanations
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate:

Teacher directs students to put together a team of 8

fielding players by figuring out their averages and
creating a reason for picking them above others.

With a stack of 25 cards, students create a

team of hitters with justifications. Work in
pairs.

Time:
60minutes
Materials:

Would this part take the whole 60 minutes to do?

Could this be something to assign for homework?

Standard
CCCSSM,
MPS, NGSS,
21st Century
7.SP.1
Understand that statistics
can be used to gain
information about a
population by examining
a sample of the
population;
generalizations about a
population from a
sample are valid only if
the sample is
representative of that
population. Understand
that random sampling
tends to produce
representative samples
and support valid
inferences.

Collaboration
Critical Thinking
Problem Solving

Evaluate
Consider Decisions
Point Assessments

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd