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Activity 6: Music Pie Chart
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Activity 6: Music Pie Chart

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Grade Level Grades 3-6
Resource Type Activity, Media

About This Lesson

                                                 Learning Goals/Objectives

STUDENTS WILL BE ABLE TO:

  • Explain how music and math are connected
  • Identify mathematical fractions in notes
  • Create a 4-beat rhythm pattern using a pie chart
  • Perform a 4-beat rhythm pattern.

                                                                 Materials

  • Whiteboard or chart paper
  • Marker
  • Paper
  • Pencil

                         Common Core Standards & NGSSS Music Standards

Common Core Standards:

MAFS.4.MD.2.4: Make a line plot to display a data set of measurements in fractions of a unit(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

MAFS.4.NBT.2.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

MAFS.4.NBT.2.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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.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.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.

                                                      ESOL/ESE STRATEGIES

ESOL MATRIX 

ESE STRATEGIES

                                                                      Steps

Step 1:

Review how music note values are mathematical fractions, demonstrating by drawing a pie chart(See page 4 of the JazzSLAM teacher guide for reference)

Step 2:

Pulse 4 times, with hands held up in a circle, for the whole note pizza pie rest.

Step 3:

After reviewing, draw a pie chart and create a4-beatrhythm that fits into 1 bar.

Step 4:

Have students practice the rhythm with you. Alternate between the 1 bar rhythm and a whole note rest (with hands pulsing 1,2,3,4 in the air.)

Step 5:

Have students get into groups of 3 or 4 and create their own .

Step 6:

Have students share out and the rest of the class clap each rhythm.

                                     Rubric/Instrument for Assessment

4 Points(Advanced):

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.

3 Points(Proficient):

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 inattentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.

2 Points(Basic):

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.

1 Point(Emerging):

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.

0 Points:

A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.

Resources

Files

JazzSLAM Session 1 Brief.pdf

Activity
November 18, 2022
393.58 KB

Musical Pie Chart.png

Media
November 19, 2022
30.4 KB

Learning Goals.pdf

Activity
November 19, 2022
191.59 KB

Materials.pdf

Activity
November 19, 2022
191.15 KB

Steps.pdf

Activity
November 19, 2022
178.49 KB

ESOL-ESE STRATEGIES.pdf

Activity
November 19, 2022
176.94 KB

Rubric-Instrument for Assessment.pdf

Activity
November 19, 2022
270.07 KB

Quiz And Presentation.pdf

Activity
July 17, 2023
242.75 KB

CC-JazzSLAM Lessons With Common Core Standards - Final.pdf

Activity
August 2, 2023
1.03 MB
Videos
JazzSLAM Pre-recorded Presentation
Remote video URL

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