Math:
Blue- Study Island
Purple- Study IslandOrange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange (Period 1) - Discuss / Write Scripts / Interviews
Silent reading / finish / turn-in grammar
Purple - 11 to 11:20 study for vocabulary test,
11:45 to 12:07 Ms. T (1), Big Room/Library (2)
12:08 to 12:28 Ms. T (2), Big Room/Library (1)
History:
7th (Period 3) - 1:00 to 1:30 Ms. T (1), Reading Notes (2), X Word (3)
1:30 to 2:00 Ms. T (3), Reading Notes (1), X Word (2)
2:10 to 2:40 Ms. T (2), Reading Notes (3), X Word (1)
Studio22: Numbers Project
Project Overview:
This project is designed to establish a sense of identity both as individual students and as a class. The students will first be asked to describe themselves using numbers. They will then be given an individual number which they will use to investigate math in the world around them and construct definitions of some given math vocabulary words. Finally, students will create a personal timeline as a refection of who they are, marking pivotal experiences from their lives.
Learning Objectives:
- Create a climate of unity as a class and self-confidence individually
- Acclimate students to the project-based classroom
- Establish confidence in oral presentations
- Create an awareness of the math around us each day
- Gain a greater understanding of the number line, integers, intervals, prime and composite numbers, divisors, square numbers, LCM, and GCF
Requirements:
This project is three-fold:
1. Me, numerically. For homework on the first night of class, students will come up with ten ways of describing themselves numerically (i.e. I am 11 years old.) These numeric descriptions will be presented neatly and creatively on a large piece of paper alongside the other two components.
2. Math with ONE number. There are many math vocabulary words that we will be learning about in this unit and students will use their number to define/give an example of these words in a small booklet. Also, students will capture their number in a photograph with either a part of themselves or nature in the picture to be the cover for the booklet.
3. Number line of mine. Students will, using the integer number line, make a timeline of themselves representing intervals of their life when something significant happened. There will be a homework prompt to begin work on this section of the project early next week. For enrichment, students can go “into the negatives” and document events on their line that happened before they were born.
Finally, students will present their completed project to the class. Presentations should be 2-3 minutes long and will not only show a grasp of the mathematical content, but will provide the audience with a complete picture of the person.
(Extra Credit: Check out these Pink Floyd Tabs with Ben)
(Extra Credit: Check out these Pink Floyd Tabs with Ben)
+-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 5 x o o o o o 3 o o o o o o 1 o o o o o o 5 o o o o o o +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 6 | | | | o | 4 | | | o | | 2 | | | o | | 6 | | | | | | +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 7 | | o o | | 5 | o o | | | 3 | o o | | | 7 | o o | | | +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ Dm (V) G F Am +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 1 | | | | o | 10 o o o o o o 8 o o o o o o 1 o o o o o o +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 2 | | o | | | 11 | | | | | | 9 | | | o | | 2 | | | | | | +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ 3 | o | | | | 12 | o o | | | 10 | o o | | | 3 | | o o o | +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ +-+-+-+-+-+ C Dm (X) C (VIII) Bb Words: Dm(v) We don't need no education, Dm(v) We don't need no thought control, Dm(v) No dark sarcasm in the classroom. Dm(v) G Teacher leave them kids alone. G Hey, Teacher! Leave them kids alone. F C Dm(v) All in all it's just an - other brick in the wall. F C Dm(v) All in all it's just an - other brick in the wall. Play 2 times Fill #1: Dm(x) C(vii) Dm(x) Dm(v) Am G F / / / // / / / / / / / Fill #2: Dm(v) Am G F / / / / / / / Solo: The guitar solo is played over the same bass line as the verse, but the keyboards hold down some different chords which are fairly subtle but really add to the feel of the piece. NB: This solo by David Gilmour is quite modular in its structure so I haven't really arranged it in bars, rather it's just the tab of the phrases played. |-------------------------10-------------------------------- |-13-p-10----10--------10----13b(15)--------------10-10-10-- |---------12----12b(14)---------------------------10-10-10-- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-13--b(15)-b(17)-rb(13)-------13-p-10----10---------------- |--------------------------------------12------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-10-\-9 ---9---------12------------------------------------ |--------12---10-/-12----12--------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |--10----------10--10------10--10------10--12--10----------- |--10----------10--10------10--10------10--12--10----------- |-----12--12-----------12----------12----------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-------13b(15)-13-13--------------------------------------- |-----x------------------13b(15)b(17)b(18)-rb(15)b(17)------ |---x------------------------------------------------------- |-x--------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- cont.. |-------10-------------------------------------------------- |----10----13p10-------------------------------------------- |-12-------------12--b(14)rb(12)-p-10---12-p-10-------10---- |-----------------------------------------------12-------12- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |--12--10--------------------------------------------------- |--12--10--------------------------------------------------- |----------12--10---10--8--------------------8-------------- |--------------------------10p8-----10--10-----10p8--10----- |----------------------------------------------------------- |-----------------5h6p5--------------------------6b(8)------ |---------5--7---------7---7-p-5------5--5--7p5------------- |----/7--------------------------7-------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-------------------------------------15b(17)-13------------ |--13b(15)---13b(15)b(17)rb(13)------------------15--------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-----13-----15b(17)rb(15)b(17)rb(15)b(17)rb(15)----15b(17)- |-/15----15-------------------------------------15---------1 |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |--18b(20)--(20)---20b(22)---20-p-17---20-p-17-------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |-------------------------------------------12--12---10----- |-10--10--10----------------------12--10----12--12---10----- |-------------12------------------12--10------------(10)---- |----------------------10-10-10----------------------------- |----------------------------------------------------------- |----------------------------------------------------------- |--x--x--10------------------------------------------------- |--x--x--10---x--x------------------------------------------ |-------------------12-------------------------------------- |---------------------------------10---8---10---8----------- |---------------------------------------------------10------ Keyboard: NB: the chords are held down - the beats shown are just to establish timing. | Dm / / / | / / / C | x8 | G / / / | / / / / | Dm / / / | / / / /| x2 | C / / / | / / / / | | Bb / / / | / / / / | | C / / / | / / / / | | no chord ||end of solo Key: -15b(17)- => bend from 15th fret (whole step). -(17)rb(15) =>release bend (back to 15th) -15-h-17- => hammer-on. -17-p-15- => pull-off. -17-\-15- , -15-/-17- => slide (down and up respectively). -x- rake or just pick scrape.
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