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Students use musical concepts to practice ratios, percentages, fractions and story problems in this highly interactive class.

45-50 minutes

*Education: * Grade(s) 6, 7

None

35

Mathematics, Problem Solving

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)

Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)

https://vimeo.com/166401847

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REGISTRATION AND SCHEDULING POLICY

Once arranged, distance learning offerings are very difficult and often impossible to re-schedule. The policy of the Cleveland Institute of Music (CIM) concerning distance learning scheduling and registration is as follows:

Registration for distance learning programs must occur at least four weeks prior to the program date.

Upon confirmation of registration, payment of fees will be considered due, and distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are non-refundable, except in the case of school closings and other emergencies.

Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.

Requests for schedule changes made less than 10 days prior to the program date will not be considered

Payments are due regardless of any schedule changes or cancellations.

Please note that all times are Eastern Standard Time.

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:

Contact Alisa Andrews about scheduling.

samm@norsoft.net

2167953150

1. Discussion: How do we use metronomes?

2. Activity: Using metronomes to find percent increase

3. Activity: Ratios (using mock violin string)

4. Review: Notes and Fractions

5. Live Performance: Rhythms composed by students

Students will use their knowledge of fractions to compose a rhythm to be turned into a piece of music.

Students will solve percentage problems through working with a metronome.

Students will relate their knowledge of ratios to a violin string, and use this information to solve various problems.

COMMON CORE STANDARDS- Math

Ratios and Proportional Relationships

Grade 6:

Understand ratio concepts and use ratio reasoning to solve problems.

6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1

6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Grade 7:

Analyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

The Number System

Grade 6:

Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Grade 7:

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.NS.1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Apply properties of operations as strategies to multiply and divide rational numbers.

Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers.1

Expressions and Equations

Grade 7:

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the 13 center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Core Arts Standards

Creating

Imagine

Grade 6 MU:Cr1.1.6a Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

Grade 7 MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Plan and Make

Grade 6 MU:Cr2.1.6a Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Grade 7 MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions

within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

Evaluate and Refine

Grade 6 MU:Cr2.1.6b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.

Grade 7 MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.

Performing

Analyze

Grade 6 MU:Pr4.2.6a Explain how understanding the structure and the elements of music are used in music selected for performance.

MU:Pr4.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Grade 7 MU:Pr4.2.7a Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

MU:Pr4.2.7b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

Present

Grade 6 MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Grade 7 MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Connecting

Connect #10

Grade 6 MU:Cr2.1.6a Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Grade 7 MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

Connect #11

Grade 6 MU:Cr1.1.6a Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Grade 7 MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Perceiving/Knowing/Creating

Grade 6

2CE Identify instruments used in Western and world music ensembles.

5CE Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.

6CE Describe roles and skills musicians assume in various cultures and settings.

Grade 7

5CE Describe a varied repertoire of music with appropriate music vocabulary.

6CE Identify various careers for musicians (e.g., in education, entertainment and technical support).

Producing/Performing

Grade 6

3PR Improvise, compose and arrange music.

5PR Read, write, perform and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4 and 6/8 meter.

6PR Attend live performances and demonstrate appropriate audience etiquette.

Grade 7

3PR Improvise, compose and arrange music.

4PR Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.

Responding/Reflecting

Grade 6

1RE Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.

2RE Reflect on a variety of live or recorded music performances.

5RE Compare and contrast subject matter common to music and other subject areas.

6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines.

Grade 7

1RE Apply multiple criteria to evaluate the quality and effectiveness of music performance and composition including their own.

2RE Compare and contrast a variety of live or recorded music performances using appropriate audience etiquette.