CCSS Integration Lesson: Equal Rhythms

Grade Level: 4-5

Objective(s):
Given background knowledge in fractions and rhythms, students will be able to create
and perform rhythmic phrases in response to calls by the teacher.
Students will be able to match fraction notation with rhythmic notation.
Board objective: Create and perform 4 beat rhythm phrases and adding fractions
Materials:

Call cards

Rhythm=Fraction Key

Answer cards

Pencils, erasers

Rhythm & Fraction matching cards

Procedure:
1. Teacher will gather students seated audience style on the ground.
2. Echo me rhythmic patterns: patterns stay within quarter, eighth and half notes in 4
beat phrases
3. Call and answer beats:
a. Pick a strong student to model the rhythm call and answer with you. You clap
a 4 beat phrase, the student rests those 4 beats and then comes in with their
own answer also in a 4 beat phrase- the answer must be different than what
you clapped.
b. Go around the class in call and answer
4. Write the teacher call on the board in rhythmic notation and the fractions underneath.
a. On the board also have the fraction=rhythm key
b. Explain that music notes are another way of representing fractions. Each
rhythm call will equal one.
c. Practice adding the call fractions as a class.
5. Have students work in pairs or groups of 3 to create 2 answers to the call (put up new
call) on the board using fractions and rhythmic notation.
a. Add with fractions answer must equal one and then add the notation.
b. Write on rectangular sheets, show math work on the back of the sheet
6. Place all rectangle answers on the board next to the call.

a. Teacher claps call and the whole class claps the first answer and continue the
pattern clapping down the list.
7. Rhythm = Fraction cards activity:
a. Each group has a few pairs of rhythm and fraction cards. The students need to
match the cards together, rhythm with fraction.
b. Teacher will go around and check in with each group and approve their
answers.
c. For groups who finish quickly, students can arrange the cards into patterns to
create a composition to perform.
Assessment:
Teacher will visually observe and listen to students ability to create their own 4 beat
pattern during call and answer session. (individual assessment)
Teacher will visually observe students ability to add fractions (group assessment)
Teacher will visually observe each student for participation. (individual assessment)
Evaluation:
1. Was the student able to perform/create a 4 beat answer?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

75-85%

86-94%

95-100%

Novice

Competent

Mastery

2. Were the students able to add fractions?

Indicate accuracy level for class:

3. Were students able to match rhythms with fractions?

Indicate accuracy level for individual(s):
Novice

75-85%

86-94%

Competent

95-100%

Mastery

4. Were students active participants during the lesson?

Indicate accuracy level for individual(s):
Novice

75-85%

86-94%

Competent

95-100%

Mastery

NAfME National Standards addressed:

2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Compose and arrange music within specified guidelines.
5. Reading and notating music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
CCSS Standards addressed:
4.NF.B. Number and Operations- Fractions: Build fractions from unit fractions by applying and
extending previous understand of operations on whole numbers
5.NF.A.1 Number and Operations- Fractions: Use equivalent fractions as a strategy to add and
subtract fractions.