Brief Description

Welcome to the world of “real time” data and a lesson that involves numerous math skills and concepts required in state standards, applied through a fun and interesting activity using basketball results from the University of Arizona. Specifically, the math curriculum has six strands designed to address state and national standards. Included in those strands is the study and comparison of data, the analysis of fractions, decimals and percentages derived from the data, and the application of that information in statistical charts, tables or graphs, hence the name, "CATSTATS." This lesson provides students an opportunity to examine how those concepts are applied in a "real time" real world situation while providing a high interest topic. Students will access the University of Arizona’s Athletic Department’s public relations website, www.arizonaathletics.com to examine updated statistics on the women's or men's basketball teams. They will then gather the data for "CAT STATS," an activity which involves players' game to game statistics. Statistics used to study percentage include: field goals, 3 point field goals, and free throws. Students also record minutes played, assists, rebounds, turnovers, steals and total points for averages. Students then use the conversion of fractions/decimals/percents and analysis to determine landmark data including mean (average), maximum, minimum and range for their favorite WILDCAT player.
This lesson could be modified to track other schools of local interest. I would suggest contacting the school’s Sports Information Office or Athletic Department for access to the data.

Standards and Frameworks

Technology Standards

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components use
• 2T-E1. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use
• 3T-E2. Use a variety of technology tools for data collection and analysis

• 1M-E6. Recognize that the degree of precision needed in calculating a number depends on how the results will be used and the instruments used to generate the measurements
• 2M-E1. Construct, read, analyze and interpret tables, charts, graphs and data plots (e.g., box-and-whisker, stem-and-leaf, and scatter plots)
• 2M-E3. Display and use measures of range and central tendency (i.e., mean, median and mode)

Academic

• Students will access the website from either the classroom, the lab or on their own to record data on their player charts.
• All students will complete a CATSTAT chart for their player for each assigned PAC 10 game.
• Data for each player must be recorded for each game and students must attempt to complete all categories for percentage or averages with at least 80 % accuracy.

• Students will access the Internet to record "real time” data about their favorite player.
• Students will transfer data from a “real time” site to their record-keeping chart.
• Students are to complete all categories on their chart and determine individual statistics with at least 80% accuracy.

• Students will need access to the Internet and know how to access a web site.
• Keyboarding skills will be helpful but are not a necessity.
• Use of a calculator will assist many learners.

 

Students will need a source of current box scores from recent sporting events from the University of Arizona. Those could include the prescribed website and a computer, the daily newspaper, access to a fax machine or an email link to the U of A’s sports information office. Students will also need a worksheet/chart to keep statistics from game to game (see attached). A folder or notebook to store statistics from game to game may be helpful.

Accommodations for Special Needs
 

• Gifted (Reach) students – Students may gather data on several players and devise a game plan for players depending on their performances. Based upon the data, students may act like a coach, and suggest areas of weakness for individual players to improve. Students may also assist others who may need assistance in understanding and making the calculations.
• Special Education students- Students could use a chart with all information transferred from previous games to eliminate confusion. Additionally, they could choose less statistics to track and focus on one result in each category. Students may also get “buddy” assistance to gather and record data. Have students draw pictures of their player demonstrating the result the student is tracking.
• Sheltered English Immersion (SEI) students- Students may have a “buddy” to assist with gathering and analysis of data. Use of a newspaper or magazine with photographs explaining each statistic could assist in understanding. Watch a tape from a few minutes of a game to help with understanding of the statistics as well. Have students draw pictures of their player demonstrating the result the student is tracking.

Students can gather all necessary data from www.arizonaathletics.com
Alternative sites for this activity would be links to the local newspaper or television stations that provide a link to local sporting events. Prior to this lesson, we will discuss how the data we examine in math and the application of skills and processes we use to organize that data are an everyday part of the men's and women's basketball teams at the University of Arizona. We will look at a box score from the newspaper and some articles about the teams and then students will be asked to select a player(s) to follow through the season. Students will then track that player's performance on a game to game basis. A chart has been provided for student use that can be duplicated or possibly recreated as an Excel spreadsheet.
Reminder: make sure you follow district/school guidelines about appropriate use/permission for students to access the Internet.

1. First, students who have permission to access the Internet go to the following website (www.arizonaathletics.com).
2. Next, students will click on sports and will then be asked to select their team of choice. Once a selection is made, mens or women’s basketball in this lesson, students go to schedule/results at the top of the screen and click on it. This screen will now provide the schedule and results from all games.
3. Now, go to the game of your choice and click on box scores to get each player’s statistics.
4. Students should have copies of the attached chart and one must be filled out for each game. After each games results are recorded, that game’s totals become the next game’s previous totals.
5. Now that data is avaliable, students simply record their player’s statistics on the recording form under today’s game and calculate new results.

• Students are responsible to submit a completed chart on each game for which the teacher determines statistics will be recorded during PAC 10 play. Game by game results will be evaluated either individually or in groups (according to player selected) weekly. These results are then cumulative by design. The attached chart provides the format necessary for evaluating weekly results. Ten statistics are collected for each game; students are expected to track and record with at least 80 % accuracy.
• Students will maintain a player folder with all assigned game sheets for their player(s).
• Students must demonstrate the ability to access the website to record their data.