We have started working on building infographics for homophones. The purpose for this is: To better understand there are a variety of homophones that exist in our language. To practice using the Infographic design sheet. To practice building an informative, creative, and well-designed infographic. To practice using the infographic rubric. To practice revising our thinking […]
We are learning about adding fractions with like and unlike denominators. And what better way to learn something than to teach it.
Check out the Keynote created by Aidan K. and Brayden S.
They’ve written a script to explain what’s going on. They’ve recorded it using our Zoom H4 Recorder and will edit the audio with Audacity. After that they’ll import video and audio into Final Cut Pro X and assemble their instructional film.
The good news? EVERYONE in class will have the opportunity to do this! 🙂 Yes, some will finish sooner than others, but everyone will have the opportunity to showcase their learning in the medium of film.
Our learning and filmmaking will be showcased at the 2016 SEVA Film Festival as well. Deadline to enter is March 4, which is coming all-too-soon.
Why do we do this? To extend our learning, incorporate writing into math, and to think deeply about what we do and why we do it.
Kudos to all our kiddos for their hard work and thinking. They are doing amazing things in class everyday, and I couldn’t be more proud of each of your children.
Take a peep at the image. Take a listen to the recording. Guess what they have in common. Multiples.
We’ve been studying fractions the past two weeks and asking questions using the Question Formulation Technique in order to build a deeper understanding of multiples. You can view the questions we will tackle by viewing them on a Google Doc we created.
The definition for a multiple is the product of two counting numbers. But what does that really mean?
One thing we’ve learned that is that common multiples show us when events overlap in the space of time. Take the picture above. You’re looking at a screen shot of an open-source software called Audacity. (You can legally download it for free for a Mac or PC and use it to create music!)
The patterns you see represent waveforms of sounds. Students used tones, plucks, drums generated by Audacity as well as sounds they made and recorded!
Look at the regularity of the shapes. The song in this post has sounds coming in at multiples of 2, 3, 4, 5, 6.
There is also a “click track” playing at a tempo of 120 beats per minute.
One thing we’ve noticed that is that music sounds “right” when the sounds used are multiples of the click track. For example, if you count by the multiples of 2, 3, 4, 5, and 6 you will get 120! We tested this by changing a click track to 123 beats per minute, and we could hear the music getting out of sync.
We’ll reach out to mathematicians and musicians next week to ask them some of the questions we’ve come up. Undoubtedly, there will be more questions to ask and answer. We look forward to sharing our “music” with you and will create a short film sharing what we’ve learned through this project.
Yesterday as we refined questions we want to answer related to multiples, one question was asked that stood out: Can we use music to solve math problems?
Here’s an example of a song intended to help students solve math problems. Check it out and let’s discuss it in class!