1. Topic-
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2. Content-
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Using 2,3 and 4 beat pulses to illustrate grouping in multiplication. |
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3. Goals: Aims/Outcomes-
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1. To incorporate kinesthetic learning into mathematics.
2. To recognize non-numerical patterning.
3. To recognize patterning of groups as a strategy for multiplication. |
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4. Objectives-
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1. Students will adopt a strategy for solving the given problem(s).
2. Students will be able to communicate and reason their strategy.
3. Students will make connections between mathematics and its application
in music. |
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5. Materials and Aids-
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Cleared space for group movement.
Challenge questions handout. |
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6. Procedures/Methods-
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A. Introduction-
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B. Development-
1. Standing in a circle, explain what a pulse is, and demonstrate
2-beat pulse using simple side-to-side step motions. Have students
attempt.
2. Model 3-beat pulse using triangular formation step pattern. Have
students attempt.
3. Model 4-beat pulse using square formation step pattern. Have students
attempt.
4. Incorporate clap into last step of 2,3 and 4 beat pulses. Have
students attempt.
5. Break circle into 3 groups and assign each one a pulse pattern
with clap. Instruct students that once the routine has started, listen
for all 3 groups clapping together.
6. Attempt a few rounds of each pulse until a simultaneous group clap
is heard.
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C. Practice-
1. Bring students to carpet. Ask if everyone heard the simultaneous
clap from all three groups - was it every time or every once and awhile?
2. Build a question regarding how to find out when this clap happens. |
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D. Independent Practice-
1. Question 1 (given orally): How many beats does it take for a
2, 3 and 4 beat pulse to meet up?
2. Question 2: How often will the 2-beat, 3-beat and 4-beat pulses
meet in a piece of music that is 72 beats long? Show your work.
3. What about a piece of music that is 156 beats long? |
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E. Accommodations (Differentiated Instruction)-
1. Adapted step routine for challenged students.
2. Opportunity to begin problem when ready.
3. Small group instruction.
4. Additional challenge activity provided. |
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F. Checking for understanding-
1. Sharing of strategies (incomplete on day of lesson)
2. Use of appropriate language (i.e. beats)
3. One-on-one interviewing of solutions and strategies |
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G. Closure-
Sharing of strategies (incomplete on day of lesson)
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7. Evaluation-
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1. Participation
2. Anecdotal Reporting
3. Completion of primary problem
4. Application of solution to problems of increased complexity |
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8. Teacher Reflection-
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Unintentional illustration of pictorial strategy led majority of
students to attempt same strategy which limited full understanding
and ownership of strategy. Improper timing led to a rushed closure
without time to share strategies. |
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