Blanchard Elementary, Year One
Stafford/Martin – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to explain the process of rationalizing fractions and their equivalency.
- Students will demonstrate comprehension of rhythmic patterns.
- Students will be able to understand fractions as a smaller part of a whole.
- Students will be able to collaborate to create a musical version of fractions.
- Students will be able to use body percussion to understand that a numerator is a smaller part of the denominator.
MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
ESGM3.CR.1 Improvise melodies, variations, and accompaniments.
- Improvise rhythmic question and answer phrases using a variety of sound sources.
ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.
- Describe connections between music and the other fine arts.
- Describe connections between music and disciplines outside the fine arts.
Music & Math
Open classroom space
PAIR Specialist introduced body percussion, telling students all the instruments needed for the lesson were already in the room. After a few suggestions of where these instruments were hiding, students figured out the instruments in the class were our bodies. Students learned to use claps, laps (hands to thighs), snaps, and stomps as four instruments we would use during the lesson.
The PAIR Specialist then told students that denominators would be represented by the lower half of their bodies (laps and stomps) and numerators would be represented by the upper half of their bodies (claps and snaps). The class was already divided up into groups of 4-5. The PAIR Specialist suggested each group divide themselves into numerator instruments and denominator instruments, so 2 people would be the numerator and 2 people would be the denominator.
The PAIR Specialist asked the teacher to give each group a fraction to “play” through body percussion. Groups were given three minutes to practice their fraction with their group and then each group performed their fraction while the other groups listened and watched to guess the correct fraction. The idea is to make sure students understand that the numerator is a smaller part of the denominator, rather than a separate number.
The PAIR Specialist told students that, just like their smaller fraction songs, all songs are created with fractions. Their favorite singer doesn’t sing throughout their entire song, but rather, the band plays an intro and the singer only sings for a fraction of the song. You could even listen to a piece of classical music and pick out how often the piano plays compared to how often the violin plays, etc. It is still a whole and complete song, but each song is individual and unique because of the fractions inherent within it.
To come back to integrating the creativity within music and body percussion, encourage the students to figure out a new way to play their fraction, perhaps using different rhythms or combining different body percussion instruments.
If students are ready to simplify, the sound can then match the result. For example, if the students are given the fraction is 2/8, students will present the simplified fraction of ¼ through body percussion.