Brewer Elementary, Year One
Brown – Beth Reeves
- Students will be able to explain the process of rationalizing fractions and their equivalency.
- Students will demonstrate comprehension of rhythmic patterns.
MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
- Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.
- Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts
ESGM3.CR.2 Compose and arrange music within specified guidelines.
- Compose rhythmic patterns in simple meter (e.g. quarter notes, quarter rests, half notes, half rests, barred eighth notes, barred sixteenth notes).
Music and Math
Description: Body Percussion
The teacher or facilitator will conduct or introduce students to body percussion. (Snaps, claps, etc.). The facilitator should go around in a circle or class to introduce a sound.
- The teacher/facilitator will give the class a particular fraction.
- The numerator represent the counts that are clapped, while the denominator will represent the rest to be counted out.
- As the lesson progresses, the numerator can have a different sound (foot stomp, hand swishing, snapping, etc.).
- If students are ready to simplify, the sound can then match the result. Example, if the original fraction is 2/8, students can then clap one time, and count out four rest.
- Lastly, teachers are encouraged to color in shapes that represent a visual fraction. Students can then create a sound representation, including how many claps, snaps, etc. one should do and the rest.
- To include art interpretation, use different shades of color. Ask students what does that do to the way that you recite this fraction? Does it make you want to snap/clap harder? Analysis how the shade is actually colored in.