Beacon Lesson Plan Library

Take Me Out to the Ball Game

Gretchen Witherspoon
Bay District Schools


This game can be used to practice solving real-world math problems of any type of particular operation. The game can be used to assess students' mastery of selecting the appropriate operation to solve specific problems.


The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fractions, and division of whole numbers.

The student adds, subtracts, and multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.


-Various types of real-world math problems labeled -first,- -second,- -third base,- or -home run-
-Anecdotal checklist of student performance while -at bat-


1. Prepare real-world questions that reinforce current math concepts. Label simple, one-step problems as -first- and -second- base questions . Label two-step problems and word problems as -third base- and -home run- questions.
2. Select various computation procedure(s) allowed while -at bat- (i.e.,can be worked at the board, completed using a calculator, or using mental math) and label the questions accordingly.
3. Develop a checklist of the types of problems included in each game (one and two-step problems, word problems, etc.).
4. Establish time limit for the game (number of -at bats,- number of innings, or length of time.)


1. Meet with the class to establish rules for the game.*

2. Divide the class into two teams.

3. Arrange first, second, third, and home bases in different parts of the room.

4. -Pitch- the first question by choosing a question from the box.

5. Tell students what type of question it is - first, second, third base, or home run.

6. Allow the student three tries to correctly answer the question.

7. After answering the question correctly, the child takes the appropriate base(s).

8. Replace questions in the box at the end of each inning.

9. Add to the questions in the box as the year progresses.

*Explain to the students the computation procedures allowed while -at bat.- For example,
a) Simple math problems (one step addition, subtraction, and multiplication) are completed with mental math.
b) Other problems may be done on the board if needed.
c) Calculators may be used on problems dealing with percentages.


An anecdotal checklist will be used to help evaluate students' mastery of different types of problems. It will also help determine which students need additional remediation time for selected problems.
Keeping a checklist of the students, the types of problems they received (one and two-step problems, word problems, etc.), and if they got the answers correct, will provide on-going evidence about students' abilities to choose the correct operation and solve real-world problems using an appropriate computing method.
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