J.D Davis Year One
Griffin/ Goodwin/ Reese Austin Sargent
Learning Objective/Exit Outcomes:
 Students will differentiate between numerator and denominator.
 Students will understand that fractions represent parts of a whole.
 Students will be able to notate fractions aurally.
 Students will use music to represent different fractions and their parts.
 Students will play as individuals and in groups.
State Standards:
MGSE3.NF.1 Understand a fraction 1 ???? as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction ???? ???? as the quantity formed by a parts of size 1 ???? .
MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
 Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
M3GM.5 – Composing and arranging music within specified guidelines.
 Arrange rhythmic patterns creating simple forms and instrumentation.
M3GM.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
 Describe the relationship between music and disciplines outside the arts.
Integration Area/Subject:
Math and Music
Materials/Playing Space:
None. Any open space
Description:
 The PAIR Specialist started by introducing the concept of Body Percussion.
 The first sound we are going to experiment with is a CLAP. Everyone clap on 1 and only 1! Then practice. 1, 2, 3, 4, 1, 2, 3, 4 1, 2, 3, 4
 Now what if we counted all the way to 5? 1, 2, 3, 4, 5, 1, 2, 3, 4, 5
 Now using our STOMPS, we are going to stomp on 1 & 2, counting all the way to 5.
1, 2, 3, 4, 5, 1, 2, 3, 4, 5, 1, 2, 3, 4, 5

 Scaffold using higher numbers and other body percussion sounds. The important thing to remember is that we are “playing” for some but “counting” the whole
 Then integrate content!
 So, if I only play 2 beats out of the 5 counts… what fraction could that be? 2 out of 5 or 2/5 !
 What if I play only 2 beats but count all the way to 6? What fraction would that be?
 You can also test students aurally.
 I’m going to play a fraction and I need you to listen to see if you can determine what it is. (The teacher then “plays” a fraction. This is easily scaffolded to students comprehension.)
 Then it’s time to split students into groups!
 Give each small group their own fraction to “choreograph”. Students will use their body percussion tools to work in teams to represent their given fraction.
Notes:
 Because of the percussion, the classroom will seem louder and more chaotic. Really emphasize the importance of not playing when it’s “the teacher’s turn” and only playing on their turn. Not only is this a Music Skill, but also a very important soft skill.