Lesson Title: Fractional Music

Content Area: Math

Grade: 3rd Time Required: 70 minutes total
Teacher: Mrs. Shannon Foster
Art Integration (2):
Music Students will create a rhythm using whole, half, quarter, and eighth notes in
fractional forms of 1, , , 1/8
Dance/Movement Students will choreograph and perform a dance using the rhythms
they have chosen.

Content Standard:
Math 3.NF.3.2 - Explain equivalence of fractions in special cases and compare fractions
by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size or the same point on a
number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction
model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole
numbers. Examples: express 3 in the form 3 = 3/1; recognize that 6/1 = 6; and locate 4/4 and
1 at the same point of a number line diagram.
Compare two fractions with the same numerator or the same denominator by reasoning about
their size. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
Content Objective:
Students will make equivalent fractions for 1 (4/4, 2/2, 8/8), 1/2 (2/4, 4/8), 1/4 (2/8), and
1/8.
Students will write four measures of 4/4 time rhythm.
Students will collaborate to choreograph and perform a 16-measure dance based on 4/4
time using whole, half, quarter, and eighth notes and their equivalent fractions.
Assessment:
Each student will write a four-measure 4/4 time rhythm using whole, half, quarter, and eighth
notes. Groups of four students will combine their rhythms and collaboratively choreograph a
dance of 4 measures/16 beats. The teacher will use a rubric to grade the dance.

Background on Students (optional):

Grade three students have basic knowledge of music notes and measures. Students are familiar
with BEST dance elements.
 Key Vocabulary Materials
(Academic/Content)
Whole note ( ) Rhythm sticks or hands
note ( ) Fractional Math Dance Worksheet
note () Fractional Math Dance Rubric
1/8 notes (, ) Pencil
Measure | Overhead projector
Rhythm Dry erase markers
Fraction (a/b) Individual white boards and dry erase markers
Equivalent (=) Tissues for erasing personal white boards
Tissues
Recording device (tablet, camcorder, iPad, etc.)
Timer

Lesson Sequence

Anticipatory Set (Getting Started): (5 minutes)

Begin the lesson by echo hand clapping rhythm:
Clap on the first beat (of 4), hold the hands together, and bounce the hands for three
more beats and say, Hold the whole note when counting out a whole note.
Clap on the first beat (of 2), hold hands together, and bounce the hands for one more
beat for a note and say, toh when counting a note. (toh-oh)
Clap each beat and say ta when counting a note. (ta, ta, ta, ta)
Clap and say ti when counting an 1/8 note. (ti-ti, ti-ti, ti-ti, ti-ti)
Example:
First time though Second Time through

Teacher (T) says Clap and repeat after me T 1&, 2&, 3&, 4&
ti-ti, ti-ti, ti-ti, ti-ti.
Student (S) repeats S 1&, 2&, 3&, 4&
ti-ti, ti-ti, ti-ti, ti-ti.
T Ta, Ta, Ta, Ta T 1, 2, 3, 4
S Ta, Ta, Ta, Ta S 1, 2, 3, 4
T Toh-oh, Toh-oh T 1un,2oo
S Toh-oh, Toh-oh S 1un,2oo
T Hold the whole note. T 1uh-uh-uh.
S Hold the whole note. S 1uh-uh-uh.
T ti-ti, ti-ti, Ta, Ta T 1&, 2&, 3, 4
S ti-ti, ti-ti, Ta, Ta S 1&, 2&, 3, 4
T Ta, Ta, Toh-oh T 1, 2, 3ee
S Ta, Ta, Toh-oh S 1, 2, 3ee
T ti-ti, Ta, Toh-oh T 1&, 2, 3ee
S ti-ti,Ta, Toh-oh S 1&, 2, 3ee
T Hold the whole note. T 1uh-uh-un.
S Hold the whole note. S 1uh-uh-un.

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Go through the whole clapping sequence again, but this time use numbers to count. Continue to
use the hand motions as noted above.

Body of the Lesson: (60 minutes)

(2 minutes)
1. Hand out the Fractional Math Dance worksheet and the personal white boards, dry erase
markers, and tissues, one each per student.
2. Teacher says, Today we are going to learn how to make equivalent fractions by using
music notes. When I ask you to draw a certain note, draw it on your white board and hold
up your board for me to see? If I nod at you, it is correct. If I shake my head no, erase
and try again. Call out different notes (whole, 1/2, 1/4, and 1/8) Students should raise
their boards to show their work. Look at each students board; catch their eye and nod
yes if it is correct. If it is wrong, shake your head no and they should erase and try
again.

(10 minutes)
3. T Good job! Lets start with the whole note. A whole note looks like a hole. Draw the
note on the board. In our warm ups, we practiced using whole notes. Does anyone
remember how many beats a whole note gets? Turn to your neighbor and explain what a
whole note is and how many beats it receives. Demonstrate using the clapping motions
and words we used in our warm ups. Allow a minute for students to explain and
demonstrate to each other and then ask a volunteer pair to answer the question.
4. T Yes! A whole note counted for four beats. Clap and say the words we used to count
the whole note, which equals one measure. Either as a class or using the echo clapping,
clap, bounce the hands, and say Hold the whole note for four beats.

5. Now draw and show me a 1/2 note on your whiteboards? Hold it up for me to see
again. Look and nod or shake.
6. T Thats right. Draw a half note on the board. A half note looks like a hole with a stem
on it. In our warm ups, we practiced using 1/2 notes. Does anyone remember how many
beats a 1/2 note gets? Turn to your neighbor and explain what a half note is and how
many beats it receives. Demonstrate using the clapping motions and words we used in
our warm ups to count four beats or one measure. Allow a minute for students to explain
and demonstrate to each other and then ask a volunteer pair to answer the question (Toh-
oh, Toh-oh).
7. T Yes! A 1/2 note counted for two beats, thats half a measure if there are four beats
per measure. Clap and say the words we used to count the 1/2 note. Either as a class or
using the echo clapping, clap, bounce the hands, and say toh-oh for two beats.
8. T Quick quiz Everyone together aloud, whats half of four? Students should call out
TWO. (Give praise, Sweet! Good job!)

9. T - How about a quarter note? Show me a 1/4 note on your whiteboard? Look and nod or
shake.
10. T Thats right. Draw a quarter note on the board. A 1/4 note looks like a 1/2 note but it
is filled in solid. In our warm ups, we practiced using 1/4 notes. Does anyone remember
how many beats a 1/4 note gets? Turn to your neighbor and tell them what a quarter note
is and how many beats it receives. Allow a minute for students to explain and

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 demonstrate to each other. Who wants to demonstrate four quarter notes? Ask a pair to
demonstrate a quarter note (Ta, Ta, Ta, Ta).
11. T Yes! A 1/4 note counts for one beat, thats 1/4 measure if there are four beats per
measure. Clap and say the words we used to count the 1/4 note. Either as a class or using
the echo clapping, clap, and say Ta for one beat.
12. T Quick quiz Everyone together aloud, whats one quarter of four? Students should
call out ONE. Whats half of four? Students should call out TWO. So two quarters is
the same as? Students should call out 1/2.
13. You all are great! So 2/4 equals 1/2. Awesome!

14. And last, but not least, show me an 1/8 note on your boards. Look and nod or shake.
15. T Thats right. Draw an 1/8 note. An 1/8 note looks like a 1/4 note, but with a flag on
the stem. In our warm ups, we practiced using 1/8 notes. Does anyone remember how
many beats an 1/8 note gets? Turn to your neighbor and show them what an eighth note
is and how many beats it receives. Allow a minute for students to explain and
demonstrate to each other. Who wants to demonstrate eight eighth notes? Ask a pair to
demonstrate a measure of 1/8 notes (ti-ti, ti-ti, ti-ti, ti-ti).
16. T Awesome! An 1/8 note counted for 1/8 beat. Thats 1/8 of a measure if the measure
has four beats. Clap and say the words we used to count the 1/8 note. Either as a class or
using the echo clapping, clap, and say ti-ti.

(15 minutes)
17. T Lets look at our Fractional Math Dance worksheet. At the top, it shows that a whole
note is equal to one note. Draw the whole note and an = sign. How many 1/2 notes equal
one whole note? Draw and show me on your boards. Add the whole note equation, whole
note = two 1/2 notes.
18. T Yes! One whole note equals two 1/2 notes. Show me how many 1/4 notes equals a
whole note? Students draw four 1/4 notes. T draws one whole note = three 1/4 notes.
19. T Am I right? Students should say no.
20. T No, add one 1/4 note, a whole note = four 1/4 notes. Whew, I got a little confused
there. Thanks for your help. Four 1/4 notes equals one whole note. Now, show me how
many 1/8 notes equals a whole note? Draw whole note = eight 1/8 notes.
21. T Thats right. As you can see, two smaller notes go into the next larger note. Review
and point: Quick quiz one whole note equals _____ 1/2 notes (2), 1/2 note equals ___
1/4 notes (2), one whole note equals ____ 1/4 notes (4), 1/4 note equals ___ 1/8 notes (2),
one whole note equals ____ 1/8 notes (8). Good job!

22. T Lets talk about fractions now. On your work sheet, you can see how to write the
fractions 1/8, 1/4, and 1/2. What number would you write to show whole, as in whole
note? Show me on your boards.
23. T Thats good! Yes, the number 1 shows what a whole note is, its the whole thing.
Get into groups of four. Using the Notes and Fractional Equivalent worksheet, fill in the
answers and see other ways of saying the same thing. Teacher circulates and checks
student work, answering questions, and explaining if there is a problem.
24. Use an overhead projector to project the Practice Page on the white board. When students
finish, ask volunteers to write their answers on the whiteboard projection from their
Practice Page. Are all the answers correct? If not, leave the original answer, use a

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 different colored marker, and write the correct answer below. Work the board until all
the answers are correct.
25. T Now its time to practice. At the bottom of your Practice Page, I want you to write
four measures of music notes that will make an interesting rhythm. Each measure must
have four beats each. You must include all four types of notes somewhere in your
measures. If you need four beats, how many whole notes would you have in measure?
Altogether (Students answer one.) How many notes would you have to make four
beats? (Students answer two.) How about 1/4 notes? How many notes would you
need to make a four beat measure? (Students answer four.) And last, but not least, how
many eighth notes do you need to make a four beat measure? (Students answer eight.)
Are there any questions? ...If not, go ahead and start working. I will walk around and see
how you are doing. If you have questions, raise your hand.
26. Give students 5 10 minutes to work on their four measures. Teacher wanders observing
work and helping students who might need it.

27. T Would anyone like to write one of his or her measures on the whiteboard? Choose a
few volunteers to write his or her measure. Look at the different measures on the board.
Do you see anything that could change to make them better? Without erasing the original,
use a different colored marker and write a suggestion under anything you see that might
need some help. Allow students to write suggestions on the board until everyone thinks
the measures are correct. Walk the students through the measures and ask, Why do you
think this (point at the original) should change to that (indicate the new writing)? Correct
errors as the class works through those on the board.

(15 minutes)
28. Good job everyone! Now it is time to dance. (Woo-woo, cheering) Pass out the Group
Fractional Math Dance worksheet. In your group, compare your measures and combine
them onto four lines of four measures. This will be the basis for your Fractional Math
Dance. Write each of your groups lines on your own worksheet. If there are any errors,
help each other correct them.
29. Give groups 5-10 minutes to copy each others work onto their Group Fractional Math
Dance worksheet.
30. T Once you finish writing your note/rhythm onto your paper, as a group, think up four
dance moves you can use to choreograph a Fractional Math Dance (See Possible Dance
Step options in resources below). Make sure you can perform the move for the length of
the note it represents. For example, for the whole note, whatever move you choose to do,
it must be in motion for four beats. Once you have decided on you dance moves, practice
your dance. Your group will perform its dance for the rest of your classmates. I will walk
around and answer questions if you have any. You have about fifteen minutes to do the
writing, the choreography, and practice. Ready? Set? Go?
31. Allow students fifteen minutes to collaborate and prepare for their dances.

(15 minutes)
32. T Times up! Time to dance! Heres the stage area (indicate the stage area). Everyone
who is not performing is the audience. Remember to be a good audience. Audience rules
are: Everyone is quiet. Everyone is watching. Everyone respects others personal space.

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 Everyone politely acknowledges the performers after they finish. We will record the
dances so each group can see their own performance.
33. Ask for volunteer groups or draw numbers out of a hat to see who goes first, second, third,
etc.
34. Let each group perform their dance. Appoint a videographer to capture the dances.
Record the dances using YouTube or other recording software.

Closure: (5 minutes)
T Great job everyone. Now lets do a quick review. What note has four notes in it? How
many notes are in a note? What are other equivalent ways to say ? When you have two
notes together, what note does it make? If I have four notes how many whole notes do I have?
Which note do I use if I need eight notes in one measure?
Set up the video recordings as a view station students can watch during station time, or if
students have school email addresses, send a link to their dance to their email address.

Reflection: (optional to write after you teach the lesson)

What was the students progress toward the lesson objective? How do you know? What
may have supported/hindered them in that progress?
What worked well in the lesson?
What would you change?
What did you learn about yourself as a teacher?

Resources:
Opus Music Worksheets - http://www.opusmusicworksheets.com/music-theory-6-basic-
rhythm/
Fractional Math Dance Worksheets (or see attached files)
Fractional Math Dance Rubric (or see attached files)
Possible Dance step options
o Whole note slide left to right, right to left, one foot circles on the floor, etc. for 4
counts
o note upper body tips front and up, back and up, side and up, etc. for 2 counts
o note march
o 1/8 note step hop, step hop

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