Pawtucket Red Sox and Rhode Island College

600 Mt. Pleasant Avenue, Providence, RI 02908 tel: 401.456.8039 / fax: 401.456.9513 http://www.ric.edu

Mathematics Focused Lesson Plans and

Extended Ideas

Pawtucket Red Sox Curriculum Guide

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Lesson 1

“Time & Distance”

Materials

Calculator, Pencil, Paper

1. Using the time chart below, GRAPH the amount of time the PawSox spend on a bus each month. 2012 International Time Chart

(Chart is the actual 2012 PawSox schedule as well as time to each field) APRIL

INTERNATIONAL LEAGUE CITIES TIME FROM PAWTUCKET TO CITY Rochester, NY 6 hours and 19 minutes Buffalo, NY 7 hours and 17 minutes Syracuse, NY 5 hours and 3 minutes

Columbus, OH 12 hours and 12 minutes

MAY INTERNATIONAL LEAGUE CITIES TIME FROM PAWTUCKET TO CITY

Toledo, OH 12 hours and 2 minutes Scranton, PA 4 hours and 58 minutes Durham, NC 11 hours and 28 minutes Norfolk, VA 9 hours and 38 minutes

JUNE

INTERNATIONAL LEAGUE CITIES TIME FROM PAWTUCKET TO CITY Lehigh Valley, PA 5 hours and 19 minutes

Buffalo, NY 7 hours and 17 minutes Syracuse, NY 5 hours and 3 minutes

JULY

INTERNATIONAL LEAGUE CITIES TIME FROM PAWTUCKET TO CITY Rochester, NY 6 hours and 19 minutes Louisville, KY 15 hours and 5 minutes

Indianapolis, IN 15 hours and 33 minutes Scranton, PA 4 hours and 58 minutes

AUGUST INTERNATIONAL LEAGUE CITIES TIME FROM PAWTUCKET TO CITY

Lehigh Valley, PA 5 hours and 19 minutes Rochester, NY 6 hours and 19 minutes Buffalo, NY 7 hours and 17 minutes Scranton, PA 4 hours and 58 minutes Charlotte, NC 13 hours and 58 minutes

Gwinnett County, GA 17 hours and 51 minutes

2. Refer to chart below to GRAPH the distance from Pawtucket to all International League cities.

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2012 International Distance Chart (Chart is the actual 2012 PawSox schedule as well as distance to each field)

INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY

Buffalo, NY 433 Miles Rochester, NY 371 Miles Scranton, PA 261 Miles Syracuse, NY 289 Miles Charlotte, NC 774 Miles Durham, NC 653 Miles Norfolk, VA 515 Miles

Gwinnett County, GA 1,005 Miles Columbus, OH 699 Miles Indianapolis, IN 871 Miles Louisville, KY 900 Miles

Lehigh Valley (Allentown), PA 267 Miles Toledo, OH 751 Miles

3. Chose one team from the above chart. Determine how long the team’s trip was if they traveled at a rate of 55 mph and stopped for a one-hour lunch?

4. Using the time chart below, GRAPH the distance the PawSox travel each month.

5. Make a BAR GRAPH of the total distance the PawSox traveled throughout the season.

2012 International Distance Chart

(Chart is the actual 2012 PawSox schedule as well as distance to each field)

APRIL INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY

Rochester, NY 371 Miles Buffalo, NY 433 Miles Syracuse, NY 289 Miles

Columbus, OH 699 Miles

MAY INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY

Toledo, OH 751 Miles Scranton, PA 261 Miles Durham, NC 653 Miles Norfolk, VA 515 Miles

JUNE

INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY Lehigh Valley (Allentown), PA 267 Miles

Buffalo, NY 433 Miles Syracuse, NY 289 Miles

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JULY

INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY Rochester, NY 371 Miles Louisville, KY 900 Miles

Indianapolis, IN 871 Miles Scranton, PA 261 Miles

AUGUST

INTERNATIONAL LEAGUE CITIES DISTANCE FROM PAWTUCKET TO CITY Lehigh Valley (Allentown), PA 267 Miles

Rochester, NY 371 Miles Buffalo, NY 433 Miles Scranton, PA 261 Miles Charlotte, NC 774 Miles

Gwinnett County, GA 1,005 Miles

6. If there is a PawSox game which starts at 1:00 p.m. and it takes 20 minutes to get to the field what time should your class leave to make it to the game on time (estimate time to get on and off the bus and to get into your seats).

7. In the month of April the PawSox traveled a total of 1,792 miles at 60 miles an hour. How many hours did the team spend on the bus?

8. Assume the PawSox were to use a plane to travel the month of April (1,792 miles) rather than a

bus, how much travel time would the PawSox save? Assume an average air speed of 400 miles per hour.

Standards Addressed

Rhode Island GLE’S

M(N+O)-2-7 M(G+M)-1-8 M(DSP)-3-1 M(DSP)-3-3 M(PRP)-2-1 M(PRP)-5-1

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Lesson 2

“Size/Dimensions of a Baseball Field”

Focus

Although baseball is the same basic sport, regardless of whether it’s played on a little league or a professional playing field, the size of the field may vary...

Materials

Dimensions of McCoy Stadium Field and a regulation little league field Rulers Paper Pencil Protractors (optional) Graph Paper

1. Instruct the students to compare the dimensions of the PawSox field with those of a regulation little league field (see diagrams 1& 2)). Make bar graphs comparing:

a. The outfield distances b. The distance from base to base c. The distance from mound to home d. The distance from home to the backstop e. The distance from the pitcher’s mound to the grass line of the infield f. The distance from third base line to the coaches’ box. g. The Right Field, Center Field, and Left Field distances

Note: Little League outfield dimensions: Left Field 210 ft.; Center Field 210 ft.; Right Field 210 ft. McCoy Stadium outfield dimensions: Left Field 325 ft.; Center Field 400 ft.; Right Field 325 ft.

2. Using their scale drawings, calculate the following:

MCCOY STADIUM

FIELD LITTLE LEAGUE

FIELD

Area of infield in square feet Area of infield in square inches Distance from pitcher’s mound to home plate in feet Distance from pitcher’s mound to home plate in inches Distance from base to base in feet Distance from base to base in inches

Procedure

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3. How many square inches larger is McCoy Stadium Field’s infield compared to the little league infield?

4. Find the perimeter of each infield. What is the difference in perimeter between the two fields?

5. If a runner is traveling at 10feet/second, how long would it take to get from home plate to first base? Determine for both the little league field and McCoy Stadium field.

6. Now instruct the students to convert their measurements to the metric measurements. Explain to the students why it is important to understand both systems of measurement. This is important to know as baseball continues to expand into international markets.

1. Use diagram 3 (blank baseball field) to plot where each PawSox player hit the ball in each inning. Estimate the distance the ball traveled by using the following scale: 1 inch. =20 ft. What is the total distance the ball traveled per inning?

Beyond the game 1. There is a plot of land near school where a baseball field could be constructed; if the perimeter of

the available land is 400 ft. by 400 ft. would you be able to construct a little league field or a professional field the size of McCoy field? Draw the field with the correct dimensions.

2. Determine the area of a chalkboard eraser. How many chalkboard erasers would it take to cover McCoy Stadium Field playing surface (just the infield, infield and outfield)?

Rhode Island GLE’S

M(GRP)-2-1 M(GRP)-5-1 M(G+M)-2-6 M(G+M)-K-7 M(G+M)-5-6 M(DSP)-3-1 M(DSP)-3-1

At the game

Standards Addressed

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9

10

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Lesson 3

“Calculating Costs”

Focus

Using basic mathematical principles calculate and compare the cost per student on “School Celebration Day” versus the standard cost.

Materials

Calculator Paper Ruler Pencil Graph paper

Procedure

1. Have each student tally the total amount of money they individually would need at “School Celebration Day” on their ticket, food, and souvenirs. How much change would you get back if you had $50.00?

MERCHANDISE AND SOUVENIRS FOOD CONCESSIONS

Authentic Game Jersey $84.95 Grilled Sausage $3.75 Fitted Team Hat $25.00 Kids Dog $2.00 Youth Adjustable Hat $10.95 Hamburger $5.00 Team Sweatshirt $34.95 Cheeseburger $5.00 Youth Logo T-Shirt $12.95 French Fries $2.75 International League Shirt $16.95 Nachos $3.00 Team Card Set $ 6.00 Peanuts $3.00 Mini Bat $ 6.00 Pizza $4.25 Official MLB Baseball $10.00 Chicken Tenders $5.00 Bumper Sticker $1.00 Cracker Jacks $3.00 Logo Baseball $6.00 Popcorn (box) $2.50 Key Chain $2.95 Cotton Candy $2.75 Pen $1.86 Jumbo Pretzel $.2.50 Pencil $ .93 Chips $1.50 Number One Hand $3.50 Candy $2.50 License Plate Holder $4.95 Ice Cream Cone $2.75 Magnet $2.00 Sundae-Helmet $3.75 Pennant $3.95 Ice Cream $2.75 Hot Chocolate $1.50 Bottled Water $2.75

Ticket price $6.00

2. Determine the total amount of money spent by the class followed by the average per student. Have students determine both the median and the mode for the class.

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3. Plot the total amount spent by each student on a graph. Compare these figures with the class average. Have students identify the median and the mode for the class.

4. Using the attendance of your class at the baseball game, estimate how much money the PawSox earned on this particular day (don’t forget to include ticket price, food, and merchandise)? If these numbers were the same for the entire 72-game home season, how much money would the PawSox earn for the year? Discuss whether students feel that this is an accurate figure (figure given at game).

5. Johnny brings $25.00 to the PawSox game on “School Celebration Day.” He wants to buy food at the concession stand, and yet have some money left over to buy at least one souvenir. Create a spending plan (i.e., a budget) for Johnny. Be specific.

6. Susan’s Mom gives her spending money at the PawSox game on “School Celebration Day.” What can she buy if she has $20.00? $30.00? $35.00? Create three different “budgets” for Susan.

Rhode Island GLE’S

M(PRP)-2-1 M(PRP)-5-1 M(DSP)-1-1 M(DSP)-6-1 M(DSP)-6-3 M(DSP)-4-2 M(DSP)-5-2 M(DSP)-3-3 M(N+O)-2-7

Standards Addressed

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Lesson 4

“Box Score Statistics”

Focus

Learning to use baseball box scores and applying basic math skills.

Materials Appendix 4.1 Box Score Paper Appendix 4.2 Box Score Glossary Pencil

Using Appendices 4.1 and 4.2, answer the following questions.

1. Which player drove in the most runs? 2. In which innings did the PawSox score two or more runs? 3. How many outs did the PawSox starting pitcher record? How many batters did he face? 4. How many PawSox were left on base in the entire game? 5. If the PawSox score this many runs per game over the 142-game season, how many runs would

they score this year? 6. What was the winning pitcher’s ERA (earned run average) for the game? The winning teams? 7. How many more strikeouts did the winning pitcher have than the losing pitcher? 8. How many more hits did the losing pitcher give up than the winning pitcher? 9. If all the men left on base would have scored, what would have been the final game score? 10. How many times did each individual player go to bat? What was the average of the team? 11. How many people attended the game? 12. If each person at the game paid $8.00 pr ticket, what was the total revenue?

Procedure

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Appendix 4.1

B O X S C O R E

Syracuse Chiefs

Player Pos AB R H 2B 3B HR RBI BB SO AVGWhiting CF 3 0 0 0 0 0 0 1 0 .258Orr 3B 4 0 0 0 0 0 0 0 1 .235Lambin 2B 4 0 1 0 0 0 0 0 1 .288Botts DH 4 1 1 0 0 1 1 0 1 .330Mench RF 4 0 1 0 0 0 0 0 1 .262Bynum, S SS 4 0 1 0 0 0 0 0 3 .268Duncan 1B 4 0 0 0 0 0 0 0 1 .191Davis, L LF 3 0 1 0 0 0 0 0 0 .253Maldonado, C C 3 0 1 0 0 0 0 0 0 .218Mandel P 0 0 0 0 0 0 0 0 0 .143Villone P 0 0 0 0 0 0 0 0 0 .000Balester P 0 0 0 0 0 0 0 0 0 .000English P 0 0 0 0 0 0 0 0 0 .000Arnesen P 0 0 0 0 0 0 0 0 0 .000Severino P 0 0 0 0 0 0 0 0 0 .000BATTING HR: Botts (5, 4th inning off Beckett, 0 on, 2 out). TB: Lambin; Botts 4; Mench; Bynum, S; Davis, L; Maldonado, C. RBI: Botts (21). 2-out RBI: Botts. Runners left in scoring position, 2 out: Orr 2; Duncan. Team RISP: 0-for-2. Team LOB: 6. BASERUNNING SB: Maldonado, C (1, 2nd base off Hill, R/Wagner, M), Bynum, S (5, 2nd base off Cabrera, F/Wagner, M), Davis, L (5, 3rd base off Hill, R/Wagner, M).

Pawtucket Red Sox

Player Pos AB R H 2B 3B HR RBI BB SO AVGKalish CF 3 1 2 1 0 0 0 1 0 .333Reyes, Ar 2B 4 0 0 0 0 0 0 0 1 .273Bell, B RF 4 1 1 0 0 0 1 0 1 .304Bates DH 4 0 0 0 0 0 0 0 2 .222Anderson, L 1B 3 0 2 0 0 0 0 1 1 .235Wagner, M C 3 0 1 0 0 0 1 1 0 .203Reddick LF 3 0 0 0 0 0 0 1 0 .207Jimenez 3B 3 0 1 0 0 0 0 1 0 .223Velazquez SS 4 0 0 0 0 0 0 0 1 .260Beckett P 0 0 0 0 0 0 0 0 0 .000

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Pawtucket Red Sox

Hill, R P 0 0 0 0 0 0 0 0 0 .000Bowden P 0 0 0 0 0 0 0 0 0 .000Maxwell P 0 0 0 0 0 0 0 0 0 .000Cabrera, F P 0 0 0 0 0 0 0 0 0 .000BATTING 2B: Kalish (7, English). TB: Kalish 3; Bell, B; Anderson, L 2; Wagner, M; Jimenez. RBI: Bell, B (39), Wagner, M (10). 2-out RBI: Wagner, M. Runners left in scoring position, 2 out: Reddick 2; Reyes, Ar; Bates; Velazquez 2. Team RISP: 2-for-11. Team LOB: 10. BASERUNNING SB: Anderson, L (1, 2nd base off Mandel/Maldonado, C), Kalish 3 (9, 2nd base off Mandel/Maldonado, C, 2nd base off Mandel/Maldonado, C, 3rd base off English/Maldonado, C). FIELDING E: Reyes, Ar (1, fielding). Outfield assists: Bell, B (Lambin at 2nd base).

Syracuse Chiefs

Player IP H R ER BB SO HR ERA Mandel (L, 4-4) 5.0 5 2 2 3 5 0 4.96 Villone 0.2 0 0 0 1 0 0 6.16 Balester 0.1 0 0 0 0 0 0 7.58 English 0.2 1 0 0 0 1 0 5.51 Arnesen 0.1 0 0 0 0 0 0 5.17 Severino 1.0 1 0 0 1 0 0 2.89

Pawtucket Red Sox

Player IP H R ER BB SO HR ERA Beckett 4.0 2 1 1 0 4 1 2.25 Hill, R 1.0 2 0 0 1 1 0 2.08 Bowden (W, 6-3) 1.0 0 0 0 0 1 0 3.60 Maxwell (H, 1) 1.2 0 0 0 0 1 0 6.43 Cabrera, F (S, 13) 1.1 2 0 0 0 1 0 3.50 Pitches-strikes: Mandel 78-48, Villone 13-6, Balester 5-5, English 9-6, Arnesen 5-3, Severino 18-10, Beckett 68-42, Hill, R 23-14, Bowden 17-11, Maxwell 26-16, Cabrera, F 14-9. Groundouts-flyouts: Mandel 6-4, Villone 2-0, Balester 0-1, English 0-1, Arnesen 0-1, Severino 2-1, Beckett 3-5, Hill, R 1-1, Bowden 0-2, Maxwell 0-4, Cabrera, F 1-1. Batters faced: Mandel 23, Villone 3, Balester 1, English 3, Arnesen 1, Severino 5, Beckett 14, Hill, R 6, Bowden 3, Maxwell 6, Cabrera, F 5. Inherited runners-scored: Balester 1-0, Arnesen 1-0, Cabrera, F 1-0. Umpires: HP: Jon Merry. 1B: Art Thigpen. 2B: . 3B: Stephen Barga. Weather: 83 degrees, partly cloudy. Wind: 8 mph, R to L. T: 3:01. Att: 12,255.

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Appendix 4.2

B A S E B A L L B O X S C O R E G L O S S A R Y

AVG The number represents the player’s batting average This average is the decimal equivalent of the ration of hits to at bats.

A B This represents the number of official at bats the player had during a game. Official at bats (AB) do not include walks (BB) or sacrifice hits (bunts, sacrifice flies). Sacrifice hits do not count as at bats because the player makes an expected out in order to advance the runner(s).

R The number of runs the player scored (times he crossed home plate).

H The number of hits a player got during a game or season. This number represents the total singles, doubles, triples, and home runs the player accumulated during the game.

D P The number of double plays or times that the defensive team made two outs during one play.

LOB The total number of offensive players that were left on base for an entire game when an inning ended.

2 B The number of doubles or times the player reached second base safely due to a hit.

3 B The number of triples or times the player reached third base safely due to a hit.

H R The number of home runs the player hits during the season.

R B I The number of runs batted in that the player was credited with during a game. This means that other players scored runs due to the player’s hitting or batting performance.

S The number of sacrifice hits a player had during a game or season. This represents the number of times a player deliberately make an out to advance the position of another offensive player.

S F The number of sacrifice files that a player had during a game or season. This represents the number of times a player advanced the position of an offensive player to score wile recording a fly ball out.

S L G This number represents the player’s slugging percentage. This is the decimal equivalent of the ratio of total bases to official at-bats.

OBP This number represents the percentage (also know as the on-base percentage) of times a player can be expected to reach a base safely. This percentage is the decimal equivalent of the ratio of the number of times a player reached base safely (H+BB) to their total at bats (AB+BB)

B A T T I N G

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P I T C H I N G

ERA

This number represents the earned run average. This average is the decimal equivalent of the ratio of earned runs times nine innings to the number of innings pitched. The equation is: Earned Runs X 9 = ERA Innings Pitched

SV The number of games the pitcher has saved.

IP The number of innings the pitcher has pitched.

H The number of hits the pitcher has given up.

R The number of runs the pitcher has given up.

ER The number of earned runs.

HR The number of home runs given up by the pitcher. HB The number of batters the pitcher has hit while pitching the ball.

BB The number of walks (also know as bases on balls) the pitcher pitched the ball.

SO/K The number of strikeouts the pitcher pitched during the game.

WP The number of wild pitches the pitcher has during the game.

BK The number of times a pitcher balks or advances an opposing player due to his error while pitching.

HP Representing hit with pitch, the number of opposing batters the pitcher hit during the game.

IBB The number of batters that the pitcher offered an intentional walk to.

AB The number of “official” at-bats by opposing batters against a pitcher. This figure would not include walks, intentional walks, and sacrifice flies.

BF The total number of opposing batters faced by a pitcher.

Fly The total number of outs recorded by a pitcher by a fly ball.

Gnd The total number of outs recorded by a pitcher by a ground ball.

HBP Representing hit by pitch, the number of times a pitcher hits an opposing player while batting.

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1. Have students keep score or collect the appropriate game information in order to create their own box score after the game.

Beyond the game 1. Have students create your own box score based on a class exhibition game or a PawSox or Red Sox

baseball game on television.

Rhode Island GLE’S

M(DSP)-1-1 M(DSP)-4-5 M(PRP)-5-1 M(PRP)-2-1

At the game

Standards Addressed

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CALCULATING A PITCHER’S EARNED RUN AVERAGE ERA stands for Earned Run Average which is the average number of times batters earn a run against a pitcher. The lower a pitcher’s ERA, the better. Use appropriate sections of the PawSox website as a guide to view the calculation for ERA.

a) Calculate the ERA of the PawSox pitching staff. . b) Using the statistics from the daily box-score from “School Celebration Day,” find the ERA for

each starting pitcher. c) Write a paragraph explaining why you think an ERA becomes more accurate with more innings

pitched. CALCULATING BASEBALL STATISTICS Using the appropriate sections of the PawSox website as a guide, have the students figure out various PawSox player statistics. CALCULATING BATTING AVERAGE Using PawSox team statistics compute batting averages and graphically compare from one game to the next. Use www.PawSox.com to locate PawSox game-day box-scores and daily statistics.

a) Did the student correctly compute the averages? b) Did the student display the results correctly? c) At “School Celebration Day,” calculate the PawSox batting average for one inning.

BASIC MATH SKILLS Use paper and pencil or the calculator to find the answers to these problems.

a) I had 40 total hits for the season. I had 22 singles and 10 doubles. I had the same number of triples as home runs. How many home runs did I have?

b) For the season, Joe had 47 total hits. He had 12 doubles, 3 triples, and 5 home runs. How many singles did he have?

c) I had 3 triples for the season. I had twice as many home runs as triples. I also had twice as many doubles as home runs. How many extra hits did I have?

USING FORMULAS TO CALCULATE STATISTICS ABOUT BATTING AND PITCHING

a) Estimate/calculate how fast a pitcher throws for either one inning or ten pitches. Students could use stopwatches to time how long it takes a pitch to get from the pitcher’s hand to the catcher’s glove. In class, use the formula “Speed = Distance * Time” to calculate the speed of the pitches. Students could create a spreadsheet of the information to compare speeds. In addition, compare speeds of students within the class or compare against Mud Hens pitchers at “School Celebration Day.”

b) Convert pitching speed from feet per second to miles per hour. c) Records the pitches thrown for an inning at “School Celebration Day” and calculate the ration of

balls versus strikes thrown by the pitcher.

Extended Ideas

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USE THE STUDENTS’ EXPERIENCE AND ACTIVITIES FROM SCHOOL CELEBRATION DAY TO

ESTIMATE TOTALS FOR AN ENTIRE GAME OR SEASON

a) Use the announced attendance for “School Celebration Day” to create calculations. If the PawSox averaged the same attendance as “School Celebration Day,” what would their

total attendance be for the season (based on a 72-game home season)? If everyone paid $8 ticket, how much money was collected for admission for the day? Create a chart comparing how much money each student spent for the day. Calculate the

average amount of money spent per student on food and souvenirs. Using that average, calculate how much the entire crowd spent.

b) Have students keep track of how they spent their time at the game. What percentage of their time was spent where?

COMPARISON OF STUDENT/PLAYER INFORMATION

a) Have students calculate the average height, weight, and age for the PawSox players. Have students select a player and compare their height, weight and age with those of that player. Students can calculate differences and find percent differences, etc.

USING MAPS

a) Have students calculate the distance each PawSox player is from their hometown to Pawtucket. Convert miles to yards to feet to inches or into metric units. Which players are farthest and closets from home?

b) Determine how far the opposing team travels to get the game. c) Using an average speed, calculate how long it will take the visiting team to get to the game. d) Use the same calculations to compare how long it will take your class to get to the game. Estimate

the distance prior to the trip and compare the estimations to actual data. Compare this to the travels of the visiting team.

e) Using eh answers from Lesson Plan 1, convert the distances from International League cities to kilometers.

f) After observing the game, predict the number of home runs if the field was shortened by 10 ft. Estimate the home run increase for the year. Predict affect on singles, doubles, triples and justify responses.

MOCK DRAFT Using the team’s roster sheet and player statistics and player statistics, divide students into teams and hold a mock draft of PawSox players.

a) Why were some players taken before others? Ask students to support their selections with the statistics given.

b) Did students use the statistical information to make sound decisions as to who to draft? c) Discuss how this process is similar to real drafts. d) How was it determined who received the 1st pick? What were the chances that your team was going

to receive the first pick in the draft?