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A WebQuest for 9th – 10th Grade Math Students

Designed byLara Crisp

lcrisp@simla.colostate.eduBased on a template from The WebQuest Page

Process 2

It’s March Madness Baby!

Photo by:Kuhnaydeein at Flikr.com

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You’re Awesome baby with a capital A!

March Madness has started up again and the University ofNorth Carolina needs your help in deciding who shouldstart in the championship game!! We need the “dreamteam” of the Carolina Blue to unleash its power to ensure awin against its opponents! In this virtual world you willeither be a player on the team, the coach of the team, themanager of the team, or a regular scout of the team! It isultimately up to you, whichever role you play, to decide whowould be the best and reclaim their title as #1! Carefullyanalyzing statistics is the key to proving and supportingyour decision in your role! Careful who you choose, becausethere are many components to consider!

Let’s let the madness unfold!

Introduction

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The ultimate goal is to find the best five players within the UNCteam. There must be solid evidence to back up your decision andyou must also prepare a solid argument on why your pick is thevery best choice. This portion constitutes the need of a writtenreport done in Microsoft Word Processor and then a data sheetneeds to be formulated in a Microsoft Excel Spreadsheet. Thissynthesis of data and manipulation based on the statisticscovers several aspects of standards 3 and 6 in the ColoradoModel Content Standards in Mathematics, and will help thestudent reach an overall greater understanding in these areas tatalso apply to the real world. A debate will then be held after eachstudent has finished picking their five players and making thesetwo MS reports. The student will be required to talk to eachdiffering role and will have to make a solid argument based onprevious report and data being analyzed. The student mustconsider the time constraint and allow for questions, orrebuttals, by the other roles. The speaker does not need to turnin any formal report for the debate, but the other memberslistening will be grading the speaker using the Debate Rubric.After the debate, the final decision needs to be made, therefore afollow-up paragraph must be turned in the class after the debateexplaining if the debate changed or strengthened your choice.There are exponentially different outcomes that students cancome up with so be ready to hear different views and opinionsfrom everyone! The debate might be the most “maddening” of allthe tasks! Good luck!

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The Task

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There are three parts to each role.1. Beginning report2. Stats Sheet: generated in Excel with requiredcomponents: Total minutes played, Free ThrowPercentage, Field Goal Percentage, AveragePoints, and Assists. These stats can be found atESPN Team Stats.3. In Class Debate and Post-Report

Each role differs in how the three parts must be completed. Usethe links below to read the process on your role in more depth.Follow the specific role process and be sure to include the threeparts in your completed project.

Roles:

1.Player2.Coach

3.Manager4.Scout

The Process

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[Teacher Page] The PlayerThe students who play this role must actually act as seven personallyselected players on the team. From these selected players the studentmust analyze and choose what five players of the seven should bechosen to start in the championship game.

Report: The players’ report needs to be in a resume format onreasons why he should be chosen. There is no limit to how longthe resume should be, but the player must think of what theother roles are looking for to be chosen to start in thechampionship game. All seven resumes must be completed, andthen the student must indicate in a short blurb at the end of thereport full of resumes what five of the seven should be chosen forthe “dream team”.Stats Sheet: The player must use his own stats to show strongevidence on why he should be picked. Don’t forget to organize thisdata in an Excel spread sheet and include the required statsinformation.In Class Debate and Post-Report: Prepare for to give a speech tothe audience of the differing roles and provide solid arguments onwhy these five players should be chosen by acting as if you arethose players. Allow 2 minutes for each player you have chosen.After hearing everyone else create a short post-report stating ifyou have made any changes to your previous decision. Rememberyou are the one playing the game. If your team falters because oflack of compatibility, sportsmanship, etc. many fans and gameannouncers will be very disappointed in your performance. Makesure your decision is a solid one!Also these sites may be good to consider for your role whileworking on this WebQuest:

Official NCAA websiteOverall basketball info and opinions

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The students with this role hold the most valued personal opinions. The coach is with the team more than any other outside role. The coach can tell who is able to work well together and not, who is coachable, etc. Usually the coach always makes this decision anyway, but for the championship game he must make sure that his chosen five players will be the best starters for the game.

Report: Give reason of why your choice of the five players is the most valid. Ways to show this is on personal experience with the players, knowledge of compatibility of the players, coach ability, reliability, and diversability.Stats Sheet: Show the top five players and their stats in a well organized Excel spread sheet. Be sure to include the analyzing of these stats within the report. Don’t forget to organize this data in an Excel spread sheet and include the required stats information.In Class Debate and Post-Report: The coach usually has the ultimate say on who will be chosen to play during the game. Give a well thought out analysis on how the opinions of the other roles will be considered. Then give the final say on who will be the best five players to start the game. Remember, everyone will be holding the game on your shoulders, most likely more than the players, so make sure that your decision is the best one because anyone can decide to fire you if they think it was all your fault!Also these sites may be good to consider for your role while working on this WebQuest:

Coaches guideOfficial UNC website

The Coach

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The students who play this role must not only carefully considerwho would be the best five players to help win the game, but alsowho will attract the most amount of fans and increase yourfranchise. The manager must consider the future of the team andthe franchise as a whole. Ultimately, this role has the most sayabout the inner workings of the basketball team, so it is crucialthat the manager makes the right decisions on several accounts.

Report: Write a report on the rough idea of what five playerswould be the best for more reason than just the statistics, butalso to consider the benefit of the fans, fame, facilities, andoverall audience. This is a role to be able to be imaginative.Think of how other basketball players have made the team asa whole more recognizable and better overall.Stats Sheet: Need to have a brief Excel spreadsheet toorganize data and show how the statistics were analyzed.Don’t forget to organize this data in an Excel spread sheetand include the required stats information.In Class Debate and Post-Report: Prove by mostly ideasbased on personal opinion and skill level on what five playersshould start to make UNC more of the stars of the show!!Have valid and imaginative arguments. After the debate,make the ultimate decision on who will be the best fiveoverall.Also these sites may be good to consider for your role whileworking on this WebQuest:

Managers in the TimesCarolina Blue

The Manager

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The students who play this role must be strong in theirarguments and make picks based mostly on statistical evidence.Also include other aspects of what you have observed of theplayers throughout the season to choose your top five players.

Report: Explain why you chose the five players in paragraphform from statistical evidence, player character, playertalent, team compatibility, etc. There is no limit to how longthe report must be but each player you chose must have atthe very least the components listed.Stats Sheet: Use your own stats that you have accumulatedthroughout the season scouting the team and show strongevidence why you picked the best five! Organize theinformation in an Excel spreadsheet and provide separatehandwritten sheets of paper showing how you came up withsome calculation comparisons. This is your biggest part inyour role because your main job is to organize stats!! Don’tforget to include the required stats information.In Class Debate and Post-Report: Give details on how you,as a scout, made your decisions based on observations andwell documented personal stats. After the debate write abrief summary of how the debate went and if your mindchanged based on the opinions and arguments of the otherroles.Also these sites may be good to consider for your role whileworking on this WebQuest:

Scout.comHow to scout a basketball player

The Scout

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[Teacher Page] EvaluationThis page has links to rubrics on how you willbe graded on each part of the project. Pleaselook at each one and be sure to meet all of thetop criteria to ensure receiving good marks onthis project. Again, the rubric for the debate willbe graded on you by your peers, so be sure toprepare for that day!

Rubrics:1.Report and Post-Report

2.Stats Sheet3.Player Choice Debate

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[Teacher Page] Report andPost-Report

Category 4 3 2 1

Support for Position

Includes 3 or more pieces of evidence (facts,

statistics, examples, real-life experiences) that support the position statement. The writer

anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts,

statistics, examples, real-lifeexperiences) that

support the position

statement.

Includes 2 piecesof evidence (facts,

statistics, examples, real-lifeexperiences) that

support the position

statement.

Includes 1 or fewer pieces of evidence (facts, statistics,

examples, real-life experiences).

Sequencing

Arguments and support are provided in a logical order that makes it easy and interesting to follow

the author's train of thought.

Arguments and support are

provided in a fairly logical order

that makes it reasonably easy tofollow the author'strain of thought.

A few of the support details or arguments are notin an expected or

logical order, distracting the

reader and making the essay

seem a little confusing.

Many of the support details or

arguments are not in an expected or

logical order, distracting the

reader and making the essay seem very

confusing.

Accuracy All supportive facts and statistics are reported

accurately.

Almost all supportive facts

and statistics arereported

accurately.

Most supportive facts and

statistics are reported

accurately.

Most supportive facts and statistics were inaccurately

reported.

Grammar &Spelling

Author makes no errors ingrammar or spelling that distract the reader from

the content.

Author makes 1-2 errors in grammar

or spelling that distract the readerfrom the content.

Author makes 3-4 errors in grammar

or spelling that distract the readerfrom the content.

Author makes more than 4 errors in

grammar or spelling that distract the reader from the

content.

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Stats SheetCATEGORY 4 3 2 1

Neatness and Attractiveness

Exceptionally well designed,

neat, and attractive.

Colors that go well together are

used to make the Excel

spreadsheet.

Neat and relatively attractive.

Organization of data is not very clear and not

placed strategically

with in the Excelspreadsheet.

Appears messy and "thrown together" in a hurry. Excel

spreadsheet is not very

unorganized.

Data Table

Data in the table is well

organized, accurate, and easy to read.

Data in the table is organized, accurate, and easy to read.

Data in the tableis accurate and

easy to read.

Data in the table is not accurate and/or cannot

be read.

Title

Title is creative and clearly

relates to the statistical

information. It isthe name of the

document or appears at the top of the data.

Title clearly relates to the

statistical information. It isthe name of the

document or appears at the top of the data.

A title is presenat the top of the

data.

t A title is not

present.

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[Teacher Page] Player Choice Debate

CATEGORY 4 3 2 1

Information

All information presented in the debate was clear,

accurate and thorough.

Most information presented in the debate was clear,

accurate and thorough.

Most information presented in the

debate was clear and accurate, but was

not usually thorough.

Information had several inaccuracies OR was usually not

clear.

Use of Facts/Statistics

Every major point was well supported

with several relevant facts, statistics

and/or examples.

Every major point was adequately supported with relevant facts,

statistics and/or examples.

Every major point was supported with

facts, statistics and/or examples,

but the relevance of some was

questionable.

Every point was not supported.

Organization

All arguments were clearly tied to an idea

(premise) and organized in a tight,

logical fashion.

Most arguments wereclearly tied to an idea

(premise) and organized in a tight,

logical fashion.

All arguments were clearly tied to an idea

(premise) but the organization was

sometimes not clear or logical.

Arguments were not clearly tied to an idea

(premise).

Respect for Other Team

All statements, body language, and responses were

respectful and were in appropriate

language.

Statements and responses were

respectful and used appropriate

language, but once or twice body

language was not.

Most statements and responses were

respectful and in appropriate

language, but there was one sarcastic

remark.

Statements, responses and/or

body language were consistently not

respectful.

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Congratulations!!!! By choosing your top five players carefully and logically the Tar Heels are that much closer to winning another NCAA Tournament Championship!!! Also, you should be proud of yourself that you have learned many other concepts as well! You have learned the valuable concept of analyzing statistical data, using and producing more percentages than just the given, producing written work when dealing with mathematics, deciding what data is relevant and not, and using experimental and theoretical probability to draw conclusions. Who knew that you could learn so much with mathematics by choosing basketball players to start a game?

Conclusion

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Links to sources used and contributors to this WebQuest are as follows:Colorado Model Content Standards in MathematicsESPN Team StatsOfficial NCAA websiteOverall basketball info and opinionsCoaches guideOfficial UNC websiteManagers in the TimesCarolina BlueScout.comHow to scout a basketball player

Reoccurring photo along the side of student slides are from:Jonny Blood on flickr.com

Also a special thanks to all of those who help make March Madness a reality for all college basketball fans who hopes their team wins and their dreams come true!

Credits & References

For future reference or interest to make your own WebQuest be sure to visit these two sites:

The WebQuest Page The WebQuest Slideshare Group 

[Student Page]

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A WebQuest for 9th – 10th Grade Mathematics StudentsDesigned by

Lara Crisplcrisp@simla.colostate.edu

Based on a template from The WebQuest Page

Evaluation

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It’s March Madness Baby!(Teacher)

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The March Madness project was developed in order to come up with a certainlesson plan for teaching future students, while learning to incorporate up-to-datetechnology as well. The project was brought along while taking an education coursefor technology. All students in this class are pursuing a career in teaching and is notlimited to a specific content area. The overall purpose in the class is to show futureteachers that technology needs to be familiar to themselves as well as incorporatedinto their own classroom. This project is great in sparking the ideas and methods ofhaving a big project within the class curriculum. I believe it is the first step intothinking how we can go about creating a fun and beneficial project for our students,while also incorporating technology.

This particular lesson is about having students analyze statistics and come to theirown conclusions about the given information. It is presented in an engaging and funway by incorporating it into something the students are probably already watchingand thinking about in their free time: March Madness. The students must choose thetop 5 players of the North Carolina team and do so by following the guidelines oftheir designated role. Each role has different criteria, but everyone must pick the 5players that they think will be the best to start in the championship game and guidethe Tar Heels to victory!

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Introduction (Teacher)

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The grade level that this project would be designed for is that of 9th to 10th gradestudents in mathematics. The course would need to be Algebra I or Algebra II, sinceboth of these courses touches on the subject of statistics and how to analyze data.The lesson will cover how to take certain statistics and interpret them in a way toreach an overall goal. The goal for this project is to determine the best five playersof a basketball team. Students will have to use organizational skills, skills withfractions, percentages, and other numerical data skills to support their personaldecision. The lesson will also require some well thought out arguments in order toback up the student’s decisions. Organization within a paper will be crucial as wellas organization in a data table.

The students will need to know how to organize data into an Excel Spreadsheet.They will have to also know about the major fallacies when using arguments so thatthey can avoid them. The students will also need to know how to deal with adding,subtracting, multiplying and dividing statistical data such as percentages, fractionsand decimals.

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Learners (Teacher)

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Mathematical Standards Addressed:

1. Design and conduct a statistical experiment to study aproblem, and interpret and communicate the results usingthe appropriate technology (for example, graphingcalculators, computer software);2. Analyze statistical claims for erroneous conclusions ordistortions;3. Use ratios, proportions, and percents in problem-solvingsituations.

Students will also excel in:1. Critical thinking skills by how they analyze the given statistics,2. Creative problem-solving skills on how they chose the five playersand organized their outcome, and3. Comparison skills for going back over their decision after thedebate and deciding to change their answers or not

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Curriculum Standards (Teacher)

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This whole project should be spread out into several weeks. There should be one week ofgoing through this WebQuest step-by-step by the teacher and time to compile data from thesources given from each role. Another week of going to a computer lab to help the studentsorganize data into MS Word and Excel. The next week should cover the debate, and thefinal week should be to turn in the final decision along with all of the work compiledthroughout the previous weeks to support their decision.

Students will be given one of the four roles at random. The students may want to getcontact information from one other student with the same role to be able to collaboratetogether outside of class and within class throughout the next few weeks. Students mayneed more guidance at first about the exact way to go about the project. I would provide therubrics being used to grade the students on the same day that the process is introduced.This will help in clarifying what exactly they must turn in and how they will be graded.

The teacher will need to be able to understand analysis of elementary statistics data to fairlygrade this assignment as well as have the knowledge of how to carry out a successfuldebate. The teacher will need to come up with creative ways to keep students excited andenthralled with the project by means of their role. The rubrics should take care of most ofthe fairness in grading.

Most of this project should be presented within a computer lab where students can followalong on their own screen while the teacher walks them through what the expectations ofthe project are and how to complete this successfully. Possibly prepare an example fromyourself or from previous years so that students can see it carried out in one situation.

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The Process (Teacher)

“student” process slide Teacher Script page

Please use the following 2 links to aide youself in carrying out the process with your students

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What is needed in order to carry out this project:

1. Computer lab that has enough desktops for each student to have their own2. Computers with MS Word and Excel3. Projection screen for which students can easily look up from desktop and follow

what the teacher is doing on his/her own computer4. Understanding the use of navigation to the World Wide Web through guided

links. One extensive website would be ESPN Team Stats.5. Positive and calm attitude towards the project and students.6. Encouragement by the teacher that this project is fun and manageable.

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I will know that this lesson was successful if students were able to see that there areexponentially many outcomes, but some are more logical than others. If I see thatthe students put all guards and no posts in their top five I would see that they onlyconsidered the numbers for their stats and not the entire dynamics of the project.However, if students provide valid arguments in their selections despite a few bumpsI will consider their thought-process to outweigh the overall decision. The use of therubrics on the student evaluation page will also be a great guide to whether thestudents understood the assignment or not.

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Evaluation (Teacher)

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To guide another person through this project there are several steps to take:1. Start with the student introduction page to engage the reader of what he/she is

about to partake in for the next few weeks of class.2. Then clarify the idea by going slowly through the student task page.3. Ask if there are any questions at this point that the student does not understand.

This may be conceptual questions which is critical for the student to understandthe overlying idea of the project in order to be successful and well organized.

4. Take at least 20-30 minutes on the student process page, focusing onlyon the specific role assigned to the student.

5. Again, ask if the student has any questions, and be sure to be specific onanswers. The student evaluation page may be very helpful at this point to showthe rubrics that will be used to grade the students on how they carry out all ofthe information.

6. By now the student should feel very comfortable about the project at hand andshould be ready to start!

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Teacher Script (Teacher)

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This lesson should be fun and fulfilling to both the students and the teacher!Students will understand the concept of sports statistics and the dynamics of whateach role contains. There is a lot of logic put into how coaches, managers, scoutsand even players themselves come up with who should start in a very importantcollege basketball game. Students will leave with the insight and respect of howmuch work goes into making such a decision. They will also grow intellectually in theprocess of analyzing statistics, the comprehension of arguments and debates, andthe time management skills to organize all the tasks. Teachers will be able to seethe resilience of their students and recognize what kind of students they are dealingwith. Overall I think that with the right motivation and attitude by both student andteacher the Madness will be consciously fun and rewarding!Evaluation

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All sources are referenced in the student credits page. 

Also remember to consider looking at the original The WebQuest Page and The WebQuest Slideshare Group so that you can stay up‐to‐date on this WebQuest and future ones!

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Credits & References (Teacher)