A.     Research the statistics for two baseball players of choice.  Compare their performances and determine which of the two had a better year statistically.  Write an analysis that justifies your position.

B.     Write a skit or produce a video simulating a sportscast, incorporating statistics from a real or fictional baseball game.  The announcer should use vocabulary terms that describe the game’s action and its statistical highlights.

C.     Pretend to be a newspaper sportswriter and create an article about a recent game, either real or fictional.  Use vocabulary terms that describe the game’s action and its statistical highlights.

D.     Have students design and create baseball cards for themselves.  The cards should list their position and include statistics, such as games, at bats, hits, doubles, triples, home runs, batting average and runs batted in.  Use a computer and scanner to incorporate a photo of the student.

E.      Design a baseball stadium using scale, proportion and angles.  The ballpark can be based on an actual stadium or it can be fictional.

F.      Ask students to hypothesize how changing distances in ballpark dimensions and baseball rules would affect statistics and player performance.  These changes might encompass the distance to the outfield fence, distances between bases or the distance between the pitcher’s mound and home plate.

G.     Given a group of players and their individual statistics, order them according to their batting averages and slugging percentages.  Compare and contrast the two lists, reasoning why some players might be higher on one list and lower on the other.

H.     Using the principles learned in this lesson, encourage those students interested in other baseball statistics to learn how a pitcher’s earned run average (ERA) is calculated (earned runs x 9 ÷ innings pitched = earned run average.  EXAMPLE: 4 earned runs x 9 ÷ 5 innings pitched = 7.20 earned run average).  Apply this equation to the computation of a collective ERA for an entire team.