##
* *Reflection: Writing Across the Disciplines
Musical Fractions - Presentation & Evaluation - Section 3: Active Engagement

The optional writing activity related to the student presentations is heavily scaffolded because I want students to maintain a primary focus on the content (the musical notation and the fractional relationships). In situations like this, it is appropriate to provide support for writing that wouldn't be included were they writing a composition independently. Additionally, while I am asking them to look for mathematical and musical specifics, they are also using interesting and relevant adjectives and (hopefully) a few new phrases. The format of an arts review, even in this elementary version, is still something that will be new to most of them, so this heavily supported exposure gives them the experience of fluent language, since they are only filling in the blanks, that will be one of many points of reference for them later on when they are writing more independently. This is not intended to be a writing lesson, but it is an opportunity for them to write in math.

*Music Critics*

*Writing Across the Disciplines: Music Critics*

# Musical Fractions - Presentation & Evaluation

Lesson 5 of 5

## Objective: SWBAT present their music compositions to others and explain the mathematical relationships between the notes.

#### Opener

*5 min*

This lesson is the culmination of our unit on Musical Fractions. Some students are about ready to present their music to the class and others are still working on preparing their presentation. I quickly review the steps for preparing the musical fractions presentation:

1. Save and name the music score! Share with the teacher, if possible.

2. Write out the fractional notation for each measure NEATLY, on paper.

3. Be prepared to explain the structure of each measure and the relationships between the fractions.

**Optional:**

Play the musical composition in Screencast-O-Matic and add your narration at the end!

Save as a movie and tell the teacher! Then I will upload it to Google Drive so we can easily share each student's work!

*expand content*

#### Active Engagement

*55 min*

Students finish writing up their fractional notation for the musical compositions and then they will come to the carpet and we share students compositions and fractional notations.

If we had 30 computers I would have students rotate around the room but we have 12-15 mini laptops. It takes enough time to log in and out of accounts that instructional time would be lost, so in my case it makes more sense for me to queue up the presentations and then call students in a random order to explain their fractional notation (which I project either from a Google doc or, preferable, they have written it on paper and I can use a document camera) that accompanies their music.

I repeat the precise language I hear, and provide vocabulary support to ELLs by keeping sentence stems and key terms posted alongside the board where they will be presenting.

Here is an example of a student's work. Enrichment Notation 64ths

It can help to have students engaged in a related task while they are listening to other students presentations, so I created this Music Review Page. Another option is to have them monitor their peers' work with this reviewer checklist.

*expand content*

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- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
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- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
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