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General Slow Motion GENERAL SLOW MOTION ABOUT THIS CHALLENGE In this challenge, students will explore the math OK Go used to create parts of the video “The One Moment.” They will learn about frame rates and how they connect to math concepts. Students will have the opportunity to review rates of change, multi- digit division, and fraction multiplication through practice equations. Then, they will be able to apply their knowledge of these concepts to create a slow-motion music video! CONTENT AREA Grade Levels: 5-6 Content Area: Mathematics: Pre-Algebra, Algebra Context for Learning: Before starting this challenge, students must be somewhat familiar with multiplication, fractions, multiplication of fractions, long division, graphing, and using equations to make calculations. TOPICS ACADEMIC LANGUAGE Units Unit Conversion Frame Rate Units Rates Long division Beat Slow Motion Multiplication of Graphing Rates Fractions Equations EDUCATOR GUIDE | PAGE 1 www.OKGoSandbox.org STANDARDS Common Core State Standards: CCSS.MATH.CONTENT.5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm. CCSS.MATH.CONTENT.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.MATH.CONTENT.5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. CCSS.MATH.CONTENT.6.RP.A.3.D: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Note: This lesson plan may align with other sets of standards not included here. EDUCATOR GUIDE | PAGE 2 www.OKGoSandbox.org LEARNING OBJECTIVES Students will be able to: Solve multiplication and division equations that use fractions and rates. Use knowledge of variables to set up rate equations to solve for one variable. Apply their prior knowledge to solve two-digit division equations. Employ graphing knowledge to practice real-life applications. Effectively complete unit conversion word problems. MATERIALS Paper Metronome or metronome app Pencil Reactive object (balloon, gum, paper, basketball… be creative!) Device with a slow-motion camera EDUCATOR GUIDE | PAGE 3 www.OKGoSandbox.org INSTRUCTIONAL DELIVERY OPENING ACTIVITIES/MOTIVATION Go to OKGoSandbox.org and play the “The One Moment” music video (4 min 12 seconds). Ask students how they think this video was made so precisely to match the music. Then, lead a discussion where students identify parts in the music video where STEM and art concepts are being used collaboratively. Once students have shared a few ideas, show the “Making The One Moment” video (5 min 25 seconds). In this Q&A, OK Go explains the creative and scientific processes they went through to create their music video. Discuss rates with students, informing them how two different measurements can relate, one of the measurements most often being time. This would be a good time to introduce slow motion in the context of frame rates. Some Vocabulary for this Lesson: The number of still photos taken per second in a video is called frame rate. For example, the slow-motion frame rate is 30 frames per second, meaning there are 30 still photos taken in one second that can are combined to make a video. Beat is the foundation of the rhythm (ex: what you would tap your foot to at a steady pace). Tempo is the speed of the music. The tempo always directly correlates with the beat. In this activity, the tempo is twice the speed of the beat. Slow motion is the action of showing film or playing back video more slowly than it was made or recorded, so that the action appears slower than in real life. One thing to remember is that slow motion is relative to the speed a video was recorded at. For example, if a slow motion video was recorded at 550 fps and played back at 30 fps, the video will be 18.3 times longer than the time it was recorded. The change in one variable in relation to another variable, such as beats per minute or frames per event, is called rate of change. This is often represented by the slope on a line. Rates are different units that can be used to measure a relational change in an event (ex: seconds per minute, fingers per hand, inches per foot, frames per event). EDUCATOR GUIDE | PAGE 4 www.OKGoSandbox.org PART ONE: INQUIRY Explore the mathematical processes behind OK Go’s music video. Guide the students through the associated worksheet. Read through the worksheet and the answers to prepare to help students. It is recommended to have a copy of the worksheet in hand while teaching this lesson. Explain and/or practice calculations using rates with the students. Emphasize that rates are a particular kind of fraction so problems can be set up using fractions to calculate solutions. Students will be solving for a specific variable within the rate problems. Briefly explain how variables can act as placeholders for values. Mimic the example problem setup from the “The One Moment of Math” video to help with this explanation. Support the students in setting up and solving rate problems, as well as multiplication and division using rates, in order to find an answer with a single unit. Assist the students when necessary to find rates that represent seconds between events by setting up and solving long division equations. Prompt students to set up equations that would help them find the number of frames for specific reaction events. Aid the students in practicing graphing a real-life scenario. Guide them to analyze what the graph means and represents for the scenario. Discuss real-life scenarios of which factors could change a rate using the feather- balloon example. Explain how weight impacts how quickly something falls, and how this impacts the times for events. EDUCATOR GUIDE | PAGE 5 www.OKGoSandbox.org PART TWO: CHALLENGE Use a slow-motion camera to create a short video as a class! Warm up your class with the exercise “Pass the Pulse.” To do this, have students stand in a circle around the classroom and hold hands. Whenever everyone is ready, ask them to close their eyes and wait to feel the person to their left squeeze their hand. When they do, ask the student to squeeze the hand of the person to their right. The squeeze, or “pulse,” should make it all the way around the circle. This will warm students up to the idea of waiting for their neighbor to cause an event before they cause their own event. Next, use OK Go’s music video “The One Moment” to make a slow-motion video of your own. Because the tempo of the song is 62 beats per minute in slow motion, the real-time video will be 250 beats per minute, found through frames per second and slow-motion calculations. Choose a reactive object. Each student will have the opportunity to make their own object react, so choose something that you can get in bulk (balloons, glowstick, paper tear, ball bounce, clapping, etc.). Set a metronome to the beat of the song (250 beats per minute). If this seems too fast, the metronome can be played at 125 to have half as many events occur. While the metronome is playing, have the teacher press record on their slow-motion camera device. The teacher will count off to begin the events. When the teacher indicates so, the first student will make their object react. Students will each cause an event one or more beats after the student next to them. Once each student has made their object react, stop the video, re-watch it as a class, and reflect! Repeat the process if you would like to. EDUCATOR GUIDE | PAGE 6 www.OKGoSandbox.org ASSESSMENT Evaluation of Learning Objectives: To demonstrate their understanding of the topics included in this lesson, have the students turn in their completed student worksheet and check the answers (answer sheet provided on page 8). Closure: Bring the class back together for a class discussion about the answers to the worksheet, as well as reflecting on their learning through large or small group discussion. Share: Reach out to OK Go Sandbox through email or social media at @okgosandbox and share your videos of this challenge with us! Have any feedback? We want to hear it! Discussion Questions: What was challenging about creating the slow-motion video? How did “Pass the Pulse” help us make a slow-motion video? What else can we calculate using fractions? What else can we divide using a large number? EDUCATOR GUIDE | PAGE 7 www.OKGoSandbox.org STUDENT GUIDE ANSWER SHEET Part One Part Two (1) Frames per second (8a) 3.75 seconds/event (8b) 2.727 seconds/event (2a) 24 frames (8c) 5 seconds/event 1 second (8d) .968 seconds/event (2b) 240 frames (9a) 25 frames/event 1 second (9b) 7.336 frames/event (9c) 12 frames/event (3a) 30 frames (9d) 29.01 frames/event 1 second (10) Linear line graph. Balls on x-axis, time (3a) 550 frames on y-axis. 1 second (11) The graph is linear. (4) Using unit conversion 550 fps = 8250 still frames (12) Yes, the time between the ball releas- 30 fps = 450 still frames es is equal. (5) 24 fps = 360 still frames (13) Answers vary. 240 fps = 3600 still frames (6) .81 seconds (7) 60 seconds EDUCATOR GUIDE | PAGE 8 www.OKGoSandbox.org SLOW MOTION WORKSHEET: PART ONE OK Go is looking for a mathematician to join the team in filming another slow-motion music video.
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