STUDENTS WILL BE ABLE TO:
- Explain how music and math are connected
- Demonstrate steady beat
- Create and Clap a 4-beat call and response rhythm pattern
- Perform a 4-beat call and response rhythm pattern while maintaining steady beat
Common Core Standards & NGSSS Music Standards
Common Core Standards
MAFS.4.NBT.2.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MAFS.4.NF.1.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <,and justify the conclusions, e.g., by using a visual fraction model.
MAFS.4.NF.2.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
MAFS.4.OA.1.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison
MAFS.4.OA.3.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
MAFS.5.NBT.2.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
MAFS.5.NF.1.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 =8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)MAFS.5.NF.2.6:Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
MAFS.5.OA.2.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
NGSSS Music Standards
MU.4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.
MU.4.C.2.2 Critique specific techniques in one's own and others performances using teacher-established criteria.
MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one's own and others performance.
MU.5.C.2.2 Describe changes, using correct music vocabulary, in one's own and/or others performance over time.
MU.5.F.1.1 Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
Establish a beat and count 1-2-3-4. Lean Left on 1, Right on 2, Left on 3, Right on 4.Keep repeating! (Each 1-2-3-4 = a whole note.)
You clap &/or stomp a4-beatpattern (A= “The Call,”) which your students have to replicate back (B= “The Response.”) For example, you clap: Clap, clap-clap, stomp, stomp-stomp (1, 2 &, 3, 4 &)
After your students understand, you can ask them to try to “stump” you by making up their own pattern that you must copy.
Lastly, they can do a pattern for other students to replicate. (Don’t let the beat or swaying side to side stop until everyone is done!).
Rubric/Instrument for Assessment
A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.
A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect in attentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.
A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.
A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.