Title: Rhythm Patterns 
Grade: 4 
Art Discipline: Music 
Time Frame: 40 minutes 
Lesson Overview: Students create and perform a four measure pattern using half, quarter, and eighth notes. Students explain how their measure pattern using math terms and fractions. 
GLO(s): 2. Community Contributor, 5. Effective Communicator 
Arts Benchmark: How the Arts are Organized – FA.4.2.1: Read simple staff notation. 

Rubric based on Arts Benchmark: 

Advanced 
Proficient 
Partially Proficient 
Novice 
Read simple staff notation, with ease and accuracy. 
Read simple staff notation, with minimal difficulty and no significant errors. 
Read simple staff notation, with difficulty and/or a few significant errors. 
Read simple staff notation, with great difficulty and/or many significant errors. 
Key Arts Vocabulary: measure, rhythm, bar line 
Content Area Benchmark: Numbers and Operations – MA 4.2.1: Describe situations involving addition and subtraction of fractions and decimals. 

Content Area Rubric: 

Advanced 
Proficient 
Partially Proficient 
Novice 
Describe situations involving addition and subtraction of fractions and decimals, with accuracy. 
Describe situations involving addition and subtraction of fractions and decimals, with no significant errors. 
Describe situations involving addition and subtraction of fractions and decimals, with a few significant errors. 
Have difficulty describing situations involving addition and subtraction of fractions and decimals. 
# Minutes 
Procedure 
Create 
Perform 
Respond 

10 
Divide into teams of 4. Each team has a chart paper with 4/4 written on the upper left and an envelope with an assortment of notes. Each person will compose one measure of rhythm by using notes in the envelope. The bar line on the right of the page indicates the end of the measure. If you use the correct number of notes, it will fit in the measure. Each team will create a 4 measure pattern. Each member creates a single measure. The team decides the order of the measures to create the 4 measure pattern. Practice playing it together with percussion instruments, or just by clapping. 

15 
Each person on the team explains, using math terms and fractions, how his/her measure equals four beats, or one whole. Then, each team performs its 4 measure pattern two times. Repeat for all teams. 


What symbols do you see in these rhythm patterns? What symbols are missing from these patterns? (rests, whole notes) When you hear the patterns being played, are you reminded of anything? 

10 
If you had a measuring cup that was 1/4 full, how much more would you need to add to make it a full cup? (3/4). There are no 3/4 notes in music, so what kind of notes could you use? (quarter and half; 2 eighths and 2 quarters; 2 eighths and 1 half). If you had this equation 1/4 + 1/4 + ? = 1. What is the missing fraction? How could you show this using music notes? 

5 
Closing Reflection with students: How would you change your pattern and your explanation if you could also use quarter and half rests? Would you change the order of your measures? Why or why not? Describe a situation (other than math class) where adding and subtracting fractions is involved. 

Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying): 

Step 1: Describe 
Step 2: Interpret 
Step 3: Evaluate 
What symbols do you see in these rhythm patterns? What symbols are missing from these patterns? (rests, whole notes) Describe a situation (other than math class) where adding and subtracting fractions is involved. 
When you hear the patterns being played, are you reminded of anything? 
How would you change your pattern and your explanation if you could also use quarter and half rests? Would you change the order of your measures? Why or why not? 
(download PDF of Musical notes)
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