Mathematics Enhanced Scope and Sequence – Grade Three
Multiplication Baseball
Reporting category Whole Numbers: Representation, Relationships, Operations and Estimation
Related Standard of Learning 3.9
Objective
· Students will practice multiplication and division facts in a game format.
Prerequisite Understandings/Knowledge/Skills
· Students must have some basic knowledge about baseball.
· Students must understand the concept of multiplication and division.
· Students must be familiar with basic multiplication and division facts.
Materials needed
· Index cards with the basic multiplication and division facts on them
· Calculator
Instructional activity
1. Initiating Activity: Explain to the class that they are going to play a game of baseball. Rather than using a bat and a ball, they are going to use multiplication and division facts. Rather than getting three strikes for an out, an incorrect answer is an out. Label home plate and first, second, and third bases around the room. Designate a pitcher’s mound. Divide the class into two teams of nine. If there are remaining students, designate one to be the home plate umpire, one or two to be the scorekeeper(s) — one for the actual score and to keep track of outs and innings, and one to be the commissioner. The commissioner is armed with a calculator. Have each team decide on the positions the members will play. Toss a coin to determine who bats first.
2. Give the pitcher (as the teacher, you may want to reserve this position for yourself) the set of index cards with the multiplication and division facts on them. The first batter goes to the plate and the pitcher verbally “tosses” a fact to the batter. The batter responds. The umpire determines if the response is correct. If it is correct, the umpire calls, “Hit” and the batter proceeds to first base. If the response is incorrect, the umpire calls, “Out” and the next batter comes to the plate. (If the umpire makes an incorrect call, the commissioner overrules him or her.)
3. Play continues until three outs have accumulated and the teams trade places.
4. Play continues until nine innings have been played. The winning team has the most runs at the end of nine innings. In case of a tie score, extend the game to extra innings.
Sample assessment
· Record hits and outs for each student as they come to bat. Watch for common errors.
· Debrief the activity with the students to talk about strategies for improving their “play,” just like a real baseball player might analyze his or her own strengths and weaknesses to improve.
Follow-up/extension
· This activity can be done at any time during the day — as a filler while waiting to go to lunch or a special activity.
Specific options for differentiating this lesson
Technology
· To reinforce key math vocabulary, provide a pictorial introduction to multiplication, and to review students’ prior knowledge on these concepts, download the Shirts and Pants interactive lesson from SmartBoard, and have students respond to onscreen instructions – http://exchange.smarttech.com/details.html?id=58ed7403167a7c93d5466475d9df2ada00c9d963d82f5845c07adc0b11a0884e
· Diagram a baseball diamond on the Smart Board, and using special markers, have students play game on board moving digital image of baseball player. If using images from a Word document, see this link for formatting the pictures -http://www.assistivetechnology.vcu.edu/2010/01/how_to_move_pictures_around_in.html
· Have students use Baseball Fever on www.coolmath.com to reinforce math skills. Other free online games for reinforcing these concepts include The Timernator, http://www.coolmath-games.com/Timernator/Timernator-multiplication.html, and Times Tables, http://illuminations.nctm.org/ActivityDetail.aspx?ID=155
· Create a baseball diamond rhombus on a drawing program to enhance student learning. Rhombus can be created for free at http://illuminations.nctm.org/ActivityDetail.aspx?ID=35. Free online drawing programs include the Google Docs Drawing application, http//www.google.com, QueekyPaint, http://www.queeky.com/app, and GE Imagination, http://www.imaginationcubed.com/.
· To extend activity, consider using GoTalk Buttons and record the different multiplication/division questions. Working in teams, have students go through the audio prompts together answer questions. For students who have difficulties in verbally expressing their ideas while completing this activity, consider implementing the following assistive technologies such as simple voice output products (e.g. Big Mack, CheapTalk, talking picture frame).
· Use a digital camera to take a picture of each student for a personal baseball card.
· To provide further options for using assistive technologies, consider integrating the Universal Design for Learning Guideline 4, i.e. Provide options for physical action within this lesson, http://www.udlcenter.org/aboutudl/udlguidelines/principle2.
Multisensory
· Have students watch a segment of a little league game.
· Set up the classroom as a baseball diamond.
· Arrange for students to run the bases at a baseball field.
Community Connections
· Invite the local high school coach to speak to the class about the math involved in baseball.
· Take a field trip to a minor league or major league baseball game.
Small Group Learning
· Have students interview other students to get information to complete baseball cards.
· Create a World Series Playoff with basic multiplication and division facts.
Vocabulary
· Students need to know baseball terminology such as bat, home plate, first base, second base, third base, pitcher’s mound, umpire, scorekeeper, out, inning, commissioner, toss, batter, hit, and diamond.
· Continue with the creation of the math dictionary with pictures and definitions of the vocabulary terms.
Student Organization of Content
· Provide students access to a multiplication chart to aid memorization.
Sample resources
http://standards.nctm.org/document/chapter5/numb.htm#bp1 – NCTM Principals and Standards for School Mathematics chapter on the Number and Operations Standard for Grades 3-5.
http://www.linkslearning.org/Teachers/1_Math/6_Learning_Resources/1_Illustrated_Lessons/3_Place_Value/index.html – Students work with place value using whole numbers as well as decimals. This interactive, computer-based lesson includes activities and assessments.
http://www.arcytech.org/java/b10blocks/description.html – Visual representations of base-10 place value and multi-digit operations, a valuable tool for teachers to use in class or for students to use on their own.
http://edweb.sdsu.edu/courses/edtec670/Cardboard/Card/N/NumberClub.html – Instructions for a card game that reinforces place value concepts.
http://www.naturalmath.com/mult/ – A tutorial to help students learn the multiplication facts.
Released SOL test items
Virginia Department of Education 2004 2