My major in college was elementary education so I always felt there was tremendous potential to using manipulatives like trading cards with students to help them learn math, reading, writing, art, history, political science, physical education and more. Quite simply the use of Upper Deck cards in the classroom makes learning fun for the students and as they engage with the cards they sometimes don’t even realize they happen to be learning as well.
Recently Upper Deck ran a promotion for teachers to submit lesson plans to the company to receive some cards for their classroom. We felt inclined to share three of our favorites to encourage other educators to give them a try in your classes. Whether it is baseball, football, hockey, basketball or golf, there are a variety of opportunities to teach using trading cards.
Additionally I would highly encourage any educators to check out Upper Deck’s Goodwin Champions sets from over the years which have a variety of very interesting content that can be used as a teaching tool like the Wonders of the Universe set, the Animal Kingdom patch cards, the Museum Collection, the Art of the Ages set, the Elements set, the Military Machines set, the Entomology set, the “It Came From Outer Space” meteorite cards and much, much more.
Joshua Levine – Castaic Elementary School – 4th Grade
“Baseball Cards in the Classroom”
Time: Monthly during math time, approx. 11:00 am.
Title: Baseball Card Math
Cross-Curricular: Social Studies, Vocabulary
Objectives: The students will use statistics on the back of the provided baseball cards to answer questions, practice math facts, and critically think.
Materials Needed: Baseball cards, paper, pencil, math facts cards
Prior to starting these lessons, there will be a discussion of math in sports, specifically baseball. The students will have also completed the unit on statistics and long division. The teacher will demonstrate how to find batting average (hits/at-bats), earned run average ([earned runs/innings pitched]x9), and whip(walks + hits/innings pitched). The students will be taught the formulas for these and they will be posted in the classroom.
Whole group: The teacher will use two baseball cards (one position player and one pitcher) that he enlarged and copied for the class as an example. The teacher will go over the parts of the card (both front and back) and review the statistics on the back of the card. As a whole class, the students will use the statistics on the back of the card to find ERA, WHIP, and BA using the formulas given. The teacher will walk them through the steps a few times and compare their answers to those printed on the baseball cards.
The teacher will then pass out several real baseball cards to the tables. The students will work in table groups to check the stats on the back of the cards showing their work on paper.
Informal: The teacher will walk around and do a work check while the students are working in groups.
Formal: A quiz will be given that asks the students to look at the back of two copied baseball cards with certain statistics blacked out. They are then to find the missing statistics using the formulas and math facts they have learned.
This project is done several times a year. The motivation is that the students get to keep the baseball cards they used in the table groups.
Standards: Science 1a.
Brett Davis – Harry J. Clarke Public School – 7th Grade
|By the end of Grade 7, students will collect data by conducting a survey oran experiment to do with themselves, their environment, issues in their school
or community, or content from another subject and record observations or
|By the end of Grade 7, students will read, interpret, and draw conclusions fromprimary data (e.g., survey results, measurements, observations) and from secondary
data (e.g., temperature data or community data in the newspaper, data from the
Internet about populations) presented in charts, tables, and graphs (including
relative frequency tables and circle graphs);
Students will analyze and create a series of questions regarding their observations of the data found on the back of various sports cards. The questions will be guided by the teacher toward the area of calculating average and being able to fairly compare players who play different amounts of games, or positions or look at points versus goals or assists. Students will guide their own learning throughout the process.
Extension Lesson Plans
Jerry Scoppa – Palmyra-Macedon Intermediate School – 4th Grade
Introduction: Students will receive a package of trading cards. Students will use one card to create a report on the player as well as the city of the team they play for. The report will be using Voicethread.com or Windows Movie Maker to allow for the inclusion of multimedia and sharing the final project over the Internet.
Tasks: Students report out about the player and city involved in their trading card, a virtual travel brochure. The report will include a multimedia presentation that shows the initial player card, important information on the team’s city, a map of the sports complex, a calculation of the travel time by car from Pal-MacIntermediateSchool to that complex, and other information.
Common Core Learning Standards and New York State Standards Addressed:
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
CCSS.MATH.4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
NYS.SOCIALSTUDIES.Standard3.KeyIdea1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
NYS.SOCIALSTUDIES.Standard3.KeyIdea2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
NYS.SOCIALSTUDIES.Standard4.KeyIdea2 Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Students will present their final project to the class.