Brewer Elementary Year One
Hill/Rowe – Addie Newcomer
Learning Objective/Exit Outcomes:
- For students to review the concept of ones, tens, and hundreds places
ESBB(4-5).CR.1 Improvise, compose, and arrange music within specified guidelines.
Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
ESBB(4-5).CN.1 Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.
- Describe the relationship between music and other disciplines
ESGM1.CR.1 Improvise melodies, variations, and accompaniments.
- Improvise simple body percussion patterns.
ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
- Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
- Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.
- Describe connections between music and disciplines outside the fine arts.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- 10 can be thought of as a bundle of ten ones — called a “ten.”
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Math & Music
Open classroom space
The teacher or PAIR specialist introduces the concept of Body Percussion- sounds and rhythms made with the body. In this lesson, hand claps, foot stomps, chest claps, and hands swipes were used. As each type of percussion is taught, give students a chance to mimic the percussion, go around in a circle to create a classroom beat, and discuss the differences in each type of percussion using vocabulary like rhythm, beat, tone, sharp & soft, low & high, quick & sustained.
After introducing these music standards, ask students for help assigning ones, tens, and hundreds a type of body percussion. Which percussion sounds higher? Sharper? Bigger? Etc. Ask students to work together as a classroom to beat out a given numbers’ rhythm – i.e. 624 might be 6 foot stomps, 2 chest claps, and 4 hand claps. If the number changes to 634, how does our rhythm change?
In Ms. Hill’s classroom, we had the class break up into partners and write any number with two digits on their personal white board. Then, they took turns standing up with their partner and using body percussion to make their rhythm. The class participated by analyzing their rhythm & offering suggestions if it was incorrect.
In Ms. Rowe’s classroom, we had the whole class stand together & raise their hand to answer what they thought the number would sound like. Then, the class tried it out together and self analyzed to make sure it was correct.