2020-12-08T14:26:31-05:00 2014-04-03T15:19:52-04:00 2020-12-08T14:26:31-05:00 Acrobat PDFMaker 11 for Word uuid:f0ee97c8-9cb5-41ae-808f-fcdeda72b4c8 uuid:c75292f9-da0e-4b5f-abc0-3fa90ab80717 xml 13.03.10: A Fractional Song Ellen Shackelford fractions arts integration music Adobe PDF Library 11.0 fractions, arts integration, music http://ns.adobe.com/xap/1.0/mm/ xmpMM XMP Media Management Schema internal UUID based identifier for specific incarnation of a document InstanceID URI http://www.aiim.org/pdfa/ns/id/ pdfaid PDF/A ID Schema internal Part of PDF/A standard part Integer internal Amendment of PDF/A standard amd Text internal Conformance level of PDF/A standard conformance Text Unit Guide A Fractional Song Ellen Shackelford This unit can vary from two weeks to four or five, depending on the prior musical knowledge of the students. Classes who know how to write musical pitches as notes in the Treble Clef and rhythmic note values will need less time. Other classes will have to establish the foundation of musical notation before adding mathematics. The unit is geared for a fourth or fifth grade elementary classroom. The unit aims to integrate addition of fractions, using common denominators, as well as multiplication of fractions by two and one half. The students will be using melodies, both provided to the students and composed by the students. The rhythms of the melodies will be represented using conventional notation which is converted into fractions so that the students can access the mathematical concepts of combining fractions with uncommon denominators by converting them to a common denominator. After completing these tasks, students will then multiply the note value by two and then by one half. After the notes have been converted mathematically, the students will listen to the differences in the melodies in order to make conclusions about the differences they hear.