Davis Elementary Year One
Gayfield – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will demonstrate the ability to create and solve fractions.
- Students will create rhythms that represent different fractions.
- Students will use music to solidify their understanding of fractions.
- Students will take their understanding of fractions and relate it to money.
- Students will understand that cents are parts of a whole dollar.
MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
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). B. ESBB(4-5).CN.1 Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.
ESGM2.CR.1 Improvise melodies, variations, and accompaniments.
- Improvise simple rhythmic patterns using a variety of sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).
ESGM2.CR.2 Compose and arrange music within specified guidelines.
- Arrange rhythmic patterns to create simple forms and instrumentation.
ESGM2.RE.1 Listen to, analyze, and describe music.
- Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA).
- Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano, presto/largo, long/short), appropriate mood (e.g. happy/sad), and timbre adjectives (e.g. dark/bright, heavy/light)
ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.
- Describe connections between music and disciplines outside the fine arts.
Students are taught 4 percussion sounds they can make with their bodies:
Hand Clap Foot Stomp Chest Clap Hand Swipes
Students follow the teacher and make each sound in turn to form various rhythms. 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.
To integrate counting money, ask students for help assigning each coin a type of body percussion. Which percussion sounds higher? Sharper? Bigger? Etc. After the class understands each coin’s percussion, the teacher asks the class to make specific amounts of money with percussion. For example, if the teacher asks for $0.27 and quarters are a foot stomp and pennies are a handclap, the class would work together to stomp once and clap twice. For the second round, the class is divided into groups. Each group is given a specific coin/percussion they represent. As more amounts are given, each group must play their specific piece of percussion to reach the complete amount as a class. For example, if the teacher asks for $0.76, the group of students representing a quarter would stomp in unison 3 times, and the group representing a penny would clap in unison once.
As the amount of money becomes more complex, ask students to work together to make their rhythm without any talking or other sounds. As the class repeats their rhythm on a loop, encourage students to listen to the rhythm and notice how the piece of percussion changes as the amount of money changes. Some amounts of money may sound slower, softer, deeper, sharper than others.