Integration Lesson Plan Math in Music Johnathan Johnson 11-21-13 Setting Zach Barker Middle School Grade 5 Subjects

Arts -Music, Dance Mathematics -Arithmetic, measurement National and State Standards Music
4. Composing music -4.1 compose simple pieces of music 5. Reading and notating music. -5.1 Demonstrate skills in interpreting notated musical examples that include rhythm, melody, and symbols of musical expression. -5.2 Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. -8.2 Explore the relationship between music and other academic disciplines.

Mathematics
Number and Operations NM-NUM.3-5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM-NUM.3-5.3 Compute Fluently and Make Reasonable Estimates Measurement NM-MEA.3-5.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement Connections NM-CONN.PK-12.3 Recognize and Apply Mathematics in Contexts Outside of Mathematics

Previous Knowledge -Students understand fractions and can add/subtract them -Students have read and notated musical rhythms using whole, half, eighth, and sixteenth notes and can keep a steady beat

Objectives: The learner will: - Demonstrate how music notes relate to fractions - Identify many different music notes - clap, or tap, music and assign appropriate fraction values with music notes -solve fraction problems using music notes in place of fractions Materials Needed: Over head projector computer (or sheet with overhead) Fractions worksheet (music math worksheet) Note Values Chart Procedures 1. Refresh students on the value of of notes and rests. (put up note value chart) 2. Assign note values to different patterns of movement and clap(hands)/tapping(feet) (in 4 beat measures) Whole note (Clap-tap-tap-tap) Half note ( Clap-tap, Clap-tap) quarter note( Clap, Clap, Clap, Clap) eighth note( Clap-clap, Clap-clap, Clap-clap, Clap-clap) Sixteenth note(Llap-lap-lap-lap,Lap-Lap-Lap-Lap, etc) 3. Review the idea That each note is represented as a fractions a measure (4 beats) represents 1 whole. A whole note is held for all 4 beats 4 beats may include 2 half notes. Each half note is held for of the measure or 2 beats 4 beats may include 4 quarter notes. Each quarter note is held for of the measure or one beat 4 beats may include 8 eighth notes. Each eighth note is held for of the measurer. clap twice for each foot tap 4 beats may include 16 sixteenth notes. Each sixteenth note is held for 1/16 of the measure. 4 claps for each tap of the foot 4. Split students into 2 groups. Have one side clap whole notes while the other claps half notes. Then split into 3 groups while one does whole, another does half, and the other does eighth. At discretions arrange into smaller groups and continue this process. 5. Split class into 4 groups and have them compose one measure each a rhythm(4 beats per group ) using either 1 whole note, 2 or 1 half note, 1,2,3, or 4 quarter notes, an even number of eighth notes, or 4, 8, 12 or 16 16th notes. appropriate rests can be used. Have them also write underneath the notes they composed the fraction it would translate to. 6. Practice with the entire class clapping the 4 rhythms and assign each group to their own rhythm.

7. Return class to their appropriate groups have the entire class clap the first groups rhythm in loops. After 4 measurers have group two come in the 5th measure with thier rythym while the remainder of the class claps the first rhythm. After 4 more bars have the 3rd group come in with their rhythm and after 4 more bars the 4th group with theirs. After 8 bars of this have everyone clap 4 measurers of the first rhythm to end the Symphony of clapping 8. Pass out the Music Math worksheet and go over on the board the first example and have students complete the assignment to turn in before the end of class. Assessments Informally assess as a group in performance as a small group at a time during the performance. Assess steady beat, listening and keeping time with others, and performing independently as a small group. Formally assess by the use of the worksheet
Extension Activity: Music Math Answer Key:

Question
1 2 3 4 5 6 7 8 9 10

Answer
1 3/4 1/2 or 6/8 2 1/2 3/8 or 2/4 or 4/8 13/16 0 1 5/8 3/16

Name _____________________________

Music Math
Directions: Each whole note below represents 1 whole. Each half note represents the fraction 1/2.

Each quarter note represents the fraction 1/4. Each eighth note represents the fraction 1/8. Each sixteenth note represents the fraction 1/16. Add or subtract the fractions represented below by each group of notes. Write your answers as fractions. The first one is done for you.

2003 by Education World. Education World grants educators permission to reproduce this page for classroom use.

 2003 by Education World. Education World grants educators permission to reproduce this page for classroom use.