*Key, Year One*

*Bennett – Beth Reeves*

**Learning Objective/Exit Outcomes: **

- Students will be able to explain the process of rationalizing fractions
- Students will be able to explain fraction equivalency.
- Students will demonstrate comprehension of rhythmic patterns.

#### **State Standards:**

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).

**Integration Area/Subject:**

Music & Math

**Materials/Playing Space:**

None

**Description:**

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.

As the teacher draws out fractions, the students treat the numerator as a rest and denominator as specific counts.

Therefore, the numerator will depend on how many rest one should take, and create body percussion with a specific sound.

Divide students into groups of 2-3 per group. The facilitator should give each group a different fraction, shaded in. Each group will then create different sounds depending on their fractions. The numerator can still represent the rest or a different sound. Overall, the numerator and denominator must reflect different sounds.

**Notes:**** **

The students quality of sound can be dependent on how the shape is colored. Students should look at the color inside the shape of the colored fraction in order to interpret emotion.