Musical, Math Mystery - William Grant Still

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MrsPerezSays

42 Followers

Grade Levels

3rd - 6th

Subjects

Math, Music, Black History Month

Resource Type

Activities, Interactive Whiteboard

Standards

CCSS3.NBT.A.2

CCSS5.G.A.1

CCSS5.G.A.2

CCSSMP4

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Google Slides™
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MrsPerezSays

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Description

Students will use math skills and music knowledge to solve a mystery melody from African American composer, William Grant Still.

Students will have to use 2 and 3-digit addition, alpha-numeric grid coordinates, reading music notes on treble staff (with reference sheet) and transferring notes to a labeled, interactive xylophone. Students will have to use critical thinking skills to piece the clues together as historians, musicologists and detectives!

Hey musicologists,

Your help is needed to solve a mystery! The original manuscript of William Grant Still’s Afro-American Symphony has been found! His early composition of the main melody has been recovered from Oberlin Conservatory in Ohio where he studied music for a short time and is believed to be from 1928. The only problem is that the paper has gotten wet at some point and some ink has run making the end of the melody unreadable. Use clues found in the music room it was found in to complete the melody so it can be restored and sent to the National Museum of African-American Music in Tennessee. Work as a team, use clues found in the digital music room along with the additional materials from your teacher to solve the melody mystery and restore this important American artifact!

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Last updated 7 months ago

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Standards

to see state-specific standards (only available in the US).

CCSS3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).

CCSS5.G.A.2

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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MrsPerezSays

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