Grade Level:  8 - 10

Subject:  Mathematics and Music
 
Learner Outcomes:

• Students will discover that of all academic subjects mathematics is the most closely related to music. Music is all based on fractions and patterns.
• Students will learn the meaning of the symbolic notation for expressing fractional values.
• Students will apply fractional notation and meanings to real world models: such as, paper folding, musical time signatures and a string of characters.

Materials:

• paper for folding and colored markers
• worksheet for paper folding activity
• worksheet for Fraction 'Treasure' Hunt and a prize (could be a candy bar or early exit ticket)
• Video, "Donald Duck in MathMagic Land (optional)
  

• Internet access capabilities
• PowerPoint facilities

        Each of the activities described can be extended or abbreviated according to individual student needs and levels.

Procedures:

Activity #1:   Introduction: PowerPoint presentation , "Mathematics... The 'Invisible' Hand Behind... Music", will be shown.
Activity #2:  Instructor will show video, "Donald Duck in MathMagic Land", and ask the students to write a 3.8 paragraph about the connections between mathematics and music. ( on-line information about video )
Activity #3:  The students will do the paper folding activity, Folding For Fractions , in order to further understand  fractional values.
Activity #4:  The students will do the activity, Fraction 'Treasure' Hunt , in order to re-inforce the concepts of fractional value meanings. Note to instructor: The answer to the puzzle is that the student will find a prize (such as a candy bar or early exit card) under an item in the classroom ( such as the overhead projector).

Modifications:

Instructor may wish for students to do more in-depth research about the connections of math and music:  such as, time signature, rhythms, and their usages.  Suggested website would be: http://www.musictheory.halfax.us.ca/6measures.html".

Activity #2 is optional.

 Enrichments:

Activity #3, paper folding can be extended to include geometric concepts. See Magic Circles  activities, AIMS Education Foundation, 1997.

Evaluation/Assessment:

Students will write a 3.8 paragraph connecting mathematics and music, answer questions for paper folding activity, and determine a room location for the treasure hunt.

  National Council of Teachers of Mathematics Standards :

• Problem solving
• Communications
• Reasoning
• Connections
• Modeling
• Developing number sense
• Investigating relationships
• Developing and using order
• Appreciating value of mathematical notation
• Extending understanding of whole numbers

• AM1.11 Collect, organize, and interpret data using graphs, charts, and tables.
• AM2.3 Applications, such as graph interpretation, will be utilized.
• AM2.6 Analyze a given set of data for the existence of a pattern, represent the pattern geographically.
• A2.19 Solve problems using non-routine strategies
• AGP.3 Use order relations to compare, order or locate fractions

MENC :  5.a, 5.b, 8.a, 8.b, 8.c, 9.a, 9.b, 9.c

WVIGO 's:  CI.9, CI.11, CIV.9, CIV.16, CV.20, CVI.18, CVII.16, CV.24

PW.2, PW.6, PW.28, PW.30, PW.34

• AIMS Education Foundation, Magic Circle book
• NCTM News Bulletin, "A Conversation with Jimmy Buffett Shows Math Doesn't 'Suk' After All, Volume 36, Issue 1
• Video, Donald Duck in MathMagic Land , Animated/Documentary 1959, 27 minutes.

Authors:

Kathleen G. Corbett
Barbara S. Lockhart
Judith C. Shew

   

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5