This is the first song that I'm composing (at least nominally) in 14EDL. It's also one of our simplest songs as it's in AA format, with verses only.
But this is one of the tunes that I composed in Sunday's intro to 14EDL post -- it doesn't even include Degrees 14 or 7 (the tonic). I use it anyway since I want a simple song to get back in the hang of playing music on the guitar.
And yes -- I know that the Mega Millions jackpot is still over a billion dollars. But there's no need for me to sing "One Billion Is Big" a second time this week.
Today in fourth period Math I, the students have a Desmos activity on correlation and association. It was created by the Math III colleague who's known for writing lengthy Desmos assignments for that class, so it's no surprise that this one is also long, with 28 total slides.
The first few slides contain notes on the definitions of various types of correlations -- the namely the ones listed in the song (positive, negative, strong, weak). Therefore I decide to have the kids copy these definitions into their notebooks (including outlier, which appears in the DeltaMath assignment).
Then Desmos asks the students to identify the different types of correlations, and then guess their own lines of best fit for various scatterplots. Sliders are used so that they can adjust the slopes and intercepts of their lines, and then on the next slide they can compare them to the true trendlines found by Desmos.
Notice that there's no real mention of "association," despite it being mentioned in the lesson title. Last year in Ethnostats, I taught the difference -- "association" is for qualitative data, while "correlation" is for quantitative data. But we don't even talk about qualitative data today.
Today is Nineday on the Eleven Calendar:
Resolution #9: We value instructional time.
I often use Ninedays to focus on students being out of class -- excessive tardies and restroom passes. Both first and sixth period had more tardy students then there ought to be, while fourth period had one student ask for two passes in the period. I charge him for two passes (towards the 19 that he's allowed).
Here is the Mocha code for today's song:
https://www.haplessgenius.com/mocha/
Don't forget to click on Sound before you RUN the program.
It's an AA song with verses only, so I can repeat a single line the entire song. I already wrote out the Degrees for this tune in Sunday's post -- 11-9-13-8-8-9-8-10-9.
To convert this to notes, we must make a decision on Degrees 13 and 11 -- we can choose G and Bb, or G# and B, in order to make 13/11 a minor third. I end up choosing the latter:
B-D-G#-E-E-D-E-C-D
The first few notes spell out E7, and with D in the second bar, I use E7-D as the main riff. This is like the double dominant riff E7-A7-D.
If we were to use the flat versions of 13 and 11 instead, we would have Bb-D-G-E, which is considered to be an E half-diminished chord. It would suggest the common riff Eo7-A7-Dm. While this is playable as there's no F# to suggest D major instead of minor, this would make an even bigger mockery of this so-called 14EDL song (with supposed tonic F#).
Martin Luther King Jr. Day is on Monday, and so my next post will be the regular Tuesday post. At least I'm done with my four straight days of posting.
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