Math Focus 3

# Baseball Glove Winners

## INTRODUCTION

Baseball gloves are different for right hands and left hands, just like winter gloves are. Most people throw baseballs with the same hands they write with. So if people are right-handed, they throw a ball with their right hand. Right-handed people would wear their baseball glove on their other hand (their left hand) to catch the ball. Some people are ambidextrous. That means that they can use either hand to write or to throw balls.

Imagine that your school is planning a baseball tournament between classes. The class who wins the tournament will win a baseball glove for each student in the class. Based on a class survey, you need to find out the number of right-handed gloves and the number of left-handed gloves the school needs to buy if your class wins.

## THE PROCESS

1. Visit Census at School Results Example to see a class list showing the results of a class survey. Look at the “hand coordinates” column with the words “Right-handed,” Left-handed,” and “Ambidextrous” .
2. Make a tally chart to show how many students are right-handed, left-handed, and ambidextrous.
3. Using your tally chart, display the data about the number of right-handed students, left-handed students, and ambidextrous students in a bar graph. (You can use this grid paper.)
4. Tell 3 things your graph shows. (Remember, right-handed people need left-handed baseball gloves.)
5. What would you need to ask the people who are ambidextrous before the school can buy the baseball gloves?
6. Write a survey question that would give you data about whether people want a left-handed baseball glove or a right-handed glove.
8. Tell 3 things your tally chart or line plot shows. How can this help you find out the number of right-handed gloves and the number of left-handed gloves for your class?
9. Show your tally chart or line plot for step 6 to a few classmates, and explain how you used it for step 7.

Website:

Materials:

pencil

coloured pencils
paper

File:

## ASSESSMENT

 Mathematical Processes Work meets standard of excellence Work meets standard of proficiency Work meets acceptable standard Work does not yet meet acceptable standard Connections The student makes insightful connections between data in tally charts or line plots and the numbers of baseball gloves needed The student makes meaningful connections between data in tally charts or line plots and the numbers of baseball gloves needed The student makes simple connections between data in tally charts or line plots and the numbers of baseball gloves needed The student makes minimal or weak connections between data in tally charts or line plots and the numbers of baseball gloves needed Visualization The student uses visual representations insightfully to demonstrate a thorough understanding of how to organize data in a bar graph and in a tally chart or line plot The student uses visual representations meaningfully to demonstrate a reasonable understanding of how to organize data in a bar graph and in a tally chart or line plot The student uses visual representations simply to demonstrate a basic understanding of how to organize data in a bar graph and in a tally chart or line plot The student uses visual representations poorly to demonstrate an incomplete understanding of how to organize data in a bar graph and in a tally chart or line plot Problem Solving The student shows flexibility and insight when solving the problem The student shows thoughtfulness when solving the problem The student shows understanding when solving the problem The student attempts to solve the problem Reasoning The student writes an insightful and logical survey question The student writes a logical survey question The student writes a simple, acceptable survey question The student has difficulty writing a survey question for the situation