##
* *Reflection: Intervention and Extension
Musical Fractions- An Introduction - Section 4: Listen, Look and Apply

Enrichment isn't always a planned or a prolonged classroom experience. Sometimes it just happens, and the way I keep myself prepared for these opportunities is to make sure I have a solid understanding of my planned objective.

In this lesson, I wanted students to see that basic musical phrases in 4/4 time contain whole notes (4/4 = 1), half notes (2/4 = 1/2) and quarter notes (1/4). After my students spontaneously burst into song in English, and I recorded them, I played it one more time to start the math component of the lesson and this time they burst into song in Spanish. It was an instant, unanticipated, rich, and funny chance to extend their thinking.

In English, they were singing the phrase "Charley wants a shoe" in the first two measures exactly the way it was written, 1/4 + 1/4 + 1/4 + 1/4 + 4/4. Well, "Charley quiere un zapato" has a bunch of extra beats. "Quiere" (2 syllables) was easily substituted for "wants" by singing it as 1/8 + 1/8, which I wrote out for them and we clapped it as well. "Zapato" in the place of a whole note (4/4) was much trickier. We (the class and I) decided to go with 1/8 +1/8 + 1/8, with the last 1/8 tied into the remaining 5/8 in the measure. I wrote this out for them in fraction form and also showed them how the word "zapato" came in on the 1/2 beat prior to where we sang shoe and carried over to 1 1/2 beats. I showed with pictures and we clapped it. All of this took us about 5 minutes, and I used the very subjective measure of the degree to which their faces lit up to determine that for many of them this was a meaningful extension.

Here they are singing in Spanish. Note: later on, I did get them on key, but I didn't want to get too far off track.

*Intervention and Extension: Expect the Unexpected*

# Musical Fractions- An Introduction

Lesson 1 of 5

## Objective: SWBAT write fraction equations to represent the measures in a very simple musical score.

In this unit I use the program Noteflight, an online resource that creates music notation in a computer's browser.

I also use Screencast-O-Matic to record the students' work in Noteflight because that facilitates sharing. Here is a brief explanation on how to use Screencast-O-Matic to record Noteflight. Doing this means I can cue up the students' musical scores, or my demo scores, without having to log into the Noteflight account each time. I really enjoy these lessons and so do the students. Please let me know if there is anything I can clarify for you regarding how to make them work for your classroom!

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#### Opener

*15 min*

I pass out the entrance ticket and play Waves in a Tidal Puddle - a very simple piece of music in 4/4 time. This time signature means there are four beats to each measure and quarter notes "take" the beat. Four quarter notes equal one whole note.

The goal of this lesson is to introduce the students to the idea that there is math in music, and music in math. This lesson is built so that teachers and students without any musical background can use and enjoy it!

This lesson is built around the idea of having students "look for and make use of structure." (**Mathematical Practice 7**). By creating a focus on patterns kinesthetically and musically (two eighths always make a fourth, two fourths always make a half and so on) this series of activities provides students with an alternative avenue towards developing a deeper understanding of fractions. They are everywhere!

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#### What Are the Notes Worth?

*25 min*

In this part of the lesson I introduce students to basic 4/4 notation. Again, simply put, this means that there are 4 beats to a measure. Four quarter notes fill up one measure, and equal one whole note.

I show these music clips and talk through the note values. This example shows notes in relation to one whole. Here are additional examples with quarter and eighth notes. As we go through these examples, students fill out the Musical Fractions study guide. There is extra room on the right side of the paper where students are encouraged to write down questions or take additional notes on details or important words (i.e., language of the discipline). I also chose to extend them by talking about sixteenths & thirty-seconds as well.

I made this file, Musical Fractions Teacher Copy, to provide you with some extra support in teaching this lesson.

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#### Listen, Look and Apply

*20 min*

I play two basic music clips for the students and we discuss the mathematical patterns found in the music using the notes as fractions page.

Here is the first piece of music, which I named Charley Wants A Shoe. Something delightful happened when I first played this. The children burst out into a spontaneous song, and with some kind of magical hive mentality created lyrics on the spot. It made my day!

This is the second piece of music, Happy Charley Chews a Shoe.

Here are a few examples of student work: Musical Fractions Intro Student Work Samples

**Note:**

Charley is my pet Chihuahua.

This piece of music is Charley and His Small Ball. Gremlin, the composer, is my cat.

I believe that in the sharing of (appropriate) simple day-to-day elements of my life, such as talking about my pets, I build my connection to the students before me.

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#### Wrap Up

*2 min*

Students fill out the Exit Ticket at the end of this lesson. This enables me to gauge what I need to address and refine in tomorrow's instruction and individual differentiation, and it solidifies student understanding because they are thinking about their thinking! Yahoo metacognition!

#### Resources

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)