Summative Math Project

Kendall Alley
March 02, 2018

Table of Contents

ANNOTATED BIBLIOGRAPHY 1
THE CORRELATION BETWEEN MUSIC AND MATH: A NEUROBIOLOGY PERSPECTIVE 1
MUSIC HELPS CHILDREN LEARN MATHS 2
THE LEARNING OF MUSIC AS A MEANS TO IMPROVE MATHEMATICAL SKILLS 2
Teaching Math With Music. 3
Is There a Link between Music and Math? 3
STEM LESSON 5
LESSON 5
APPENDICES 10

REVIEW OF MATH MANIPULATIVES 11

GEOMETRIC SHAPES 11
PLAYING CARDS 12
PLAY MONEY 13
WOODEN FRACTION PIZZA 14
GIANT TEN FRAME 15
MATHEMATICAL AND TECHNOLOGICAL ACTIVITIES 16

OTHER AREAS OF INTEREST 17

TEACHING FRACTIONS THROUGH MUSIC 17
ENGAGING STUDENTS IN MATHEMATICAL CONCEPTS THROUGH ESCAPE ROOM PUZZLES 18
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Annotated Bibliography – Music and Mathematics

I believe that music can be very beneficial to students as learners. There are many studies
that show that listening to music opens so many pathways in our brains and accesses many
different centers at once. That is just one of the reasons why music exposure is very important to
young minds. It has been proven in many studies that listening to classical music while studying
can increase your ability to learn new things and remember what you have learned. I have chosen
this topic because it is something I have always been interested in and I would love to see more
music within our school system. The articles that I have selected all talk about music and
mathematics, however, they all approached the topic with different ideas in mind. Many of these
articles are useful to teachers in that they address why or how music can be incorporated in math
education or how the two are already connected.

Zahn, Cindy (2008). The Correlation Between Music and Math: A Neurobiology Perspective.
SerendipUpdate, Biology 202. Retrieved from
http://serendip.brynmawr.edu/exchange/serendipupdate/correlation-between-music-and-
math-neurobiology-perspective
As teachers I think it is important that we enhance our students’ learning any way that we
can. Therefor this article’s expression of the utility of incorporating good musical education and
allowing students to listen to classical music while studying mathematics, gives teachers a tool
they can use to do just that. Students of a young age that study music, with an emphasis on
sequential skill development and musical games that involve rhythm and pitch, are seen to
improve their math capabilities. This is due to the activation music has on the areas of our brain
that control spatial temporal reasoning and language analytical reasoning. Both areas of the brain
are also responsible for our ability to write math proofs, do geometry and calculus, as well as
solving equations and obtaining quantitative results.
This article should encourage not only teachers, but schools to incorporate a much richer
and more in depth musical education into or schools. I believe this because, we all know, that
math is one of the areas where students struggle the most. The correlation between math and
music can be seen through the connections our brains makes when engage in both subjects. So,
as I have said, if there is any way we, as teachers, can help our students thrive in a subject that
causes so much grief then why should we not try.

Unknown (2012). Music helps children learn maths. The Telegraph. Retrieved from
https://www.telegraph.co.uk/education/9159802/Music-helps-children-learn-maths.html
In California there is a new musical/mathematical curriculum that is being tested called
“Academic Music”. This curriculum is created to help introduce grade 3 students to fractions by
drumming, clapping and chanting rhythms. The students work on learning musical symbols that
can be nonverbal when learning about fraction. They are instructed on how to write musical
notation, which requires them to write so many beats within a measure or bar, relating to parts of
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a whole. During the test trial of this new curriculum, the test group scored 50% higher on the
fractions test than the rest of the school. This included those students that were struggling
academically before the implication of the new curriculum.
I chose this article because it demonstrates the impart that a more enriched musical
education can have on students’ academics especially in the realm of mathematics. Music’s use
of fractions in its notation makes it very enriching for students that are struggling with this topic
of mathematics. This article brings an answer to the ongoing question of the importance of
musical education in our schools, as well as gives teachers a direct subject area with which they
can begin to apply music as a cross curricular aid.

Santos Luiz, Carlos. (2007). The learning of music as a means to improve mathematical skills.
International Symposium on Performance Science. 10.13140/2.1.1293.1849. Retrieved
from file:///D:/Downloads/artigopublicado-2007.pdf
The revision of literature related to the correlation between music and academic
excellence was conducted to summarize the studies that have been carried out regarding this
topic. Neurobiologists indicate a direct correlation between the special temporal region of our
brain and how it is activated for the use of mathematics and music. Other literary studies have
made connections between mathematics, literacy, and music, widening the cross curricular
opportunities this could provide. Through all the literary works that were revised, the article
could point out quite a few direct connections that music has with mathematics.
Students are more engage when they are interacting with the material they are learning.
Music is a great way to do this, and it is even more beneficial as suggested in this article, as its
cross curricular reaches span farther than simply its direct connections with mathematics. Music
can also be connected to cognitive development and literacy skills. The rhythmic intonations of
poems and lyrics can assist in the retention of new material for students, which makes it very
useful for all subjects. This rhythmic for would help students develop their fluency and
expression as they read. This opens the doors to many fun activities that teachers could use to
engage their students, for enrichment, or even for brain breaks where they can still be learning.

Glydon, Natasha. Music, Math, and Patterns. Math Central. Retrieved from
http://mathcentral.uregina.ca/beyond/articles/music/music1.html
It is often believed that students can be either good at math and science or art and music,
separating the two as if they are completely separate concepts. However, this is farthest from the
truth. Music is partly written in a mathematical language, and this is to help make it universal for
all to read and understand. The notes are labeled as fractions, the time signatures are to indicate
the quantity of notes within each measure and how many beats each note is worth. Other
mathematical concepts are present even within the instruments themselves. For example, the
Fibonacci sequence, which can be seen in the composition and layout of the key formation on a
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piano, both of which result in the golden ratio. Another similarity that may be better used for
younger students would be their shared use of patterns.
All this being said, I picked this article because it sums up all of what I enjoy about
music, in order to express its commonalities with mathematics. I thought this would be very
beneficial for other teachers to read as they are always trying to find new and engaging ways to
introduce mathematical concepts and excite their students about math in general. What better
way to do this than to use music, something that they are already familiar with in their everyday
lives and enjoy, as well as introducing it in a way that is not originally presented as math.

Alegria, Maria (2017). Music as a Teaching Tool. George Lucas Educational Foundation.
Retrieved from https://www.edutopia.org/blog/music-teaching-tool-maria-alegria
Music can be used in many ways within the classroom and for many subjects. When it
comes to math, music is great for the introduction of fractions as you can use music notes as
another form of manipulatives. You can also use various instruments to play a single song to
help students understand patterns. Math can be stressful for students and using music and the
rhythmic lyrics of songs to help students understand difficult concepts can be a great way to
enhance their learning in a more engaging way.
I chose this article due to the many aspects in which it addressed the use of music within
a classroom. It did not simply talk about the subjects we teach, but life skills, classroom
management tips, mental wellness exercises. The article also provides many links to resources
regarding each individual topic that is addressed within the article. It is informative,
enlightening, offers many ideas and multiple resources, that is why I believe it would be a very
good resource for teachers.

Gaab, Nadine, Jennifer Zuk (2017). Is There a Link between Music and Math? Scientific
American. Retrieved from https://www.scientificamerican.com/article/is-there-a-link-
between-music-and-math/
The link between one’s ability to be a strong achiever in music and how this will aid you
in being good at mathematics as well has always been a hot debate. There have been many short-
term studies done on this subject. However, that makes it difficult to tell if this means that the
effects can be due to other factors as well rather than simply the link between math and music.
Other factors may include the type of higher-level cognitive-processing skills that are needed for
both subjects, as well as the social economic status of the student. The higher the social
economic status of the student the more chance they must be able to attend music lessons and go
to a better school.
I chose this article because as teachers it is our jobs to ensure that every student has an
equal opportunity when it comes to their education. I believe that if music has a potential to help
students academically then we should provide it to all our students to even the playing field. If
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longitudinal studies are necessary when it comes to discovering the truth behind the link between
math and music, then I believe that it is very possible to provide our students within our public
school that equal opportunity. This can create that longitudinal student on a group of students
that vary in social economic status and better gage the links between the two subjects. If it is ever
proven to not carry a link between the two subjects, at least we would have been able to provide
our students with at the other benefits that come along with musical education.
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STEM Lesson
Name: Kendall Alley Grade level: 3
Time: Subject: Mathematics & Science
Date: Topic: Regrouping Base-ten & Stable
structures
NCTM General Standard:
Understand numbers, ways of representing numbers, relationships among numbers, and
number systems
NCTM Specific Standard:
recognize equivalent representations for the same number and generate them by decomposing
and composing numbers
NGSS:
Students who demonstrate understanding can:
3-5-ETS1- Define a simple design problem reflecting a need or a want that includes specified criteria
1. for success and constraints on materials, time, or cost.
3-5-ETS1- Generate and compare multiple possible solutions to a problem based on how well each is
2. likely to meet the criteria and constraints of the problem.
3-5-ETS1- Plan and carry out fair tests in which variables are controlled and failure points are
3. considered to identify aspects of a model or prototype that can be improved.

The performance expectations above were developed using the following elements from the NRC document A
Framework for K- 12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices
Asking Questions and Defining
Problems
Asking questions and defining
problems in 3–5 builds on grades
K–2 experiences and progresses to
specifying qualitative relationships.
 Define a simple design problem
that can be solved through the
development of an object, tool,
process, or system and includes
several criteria for success and
constraints on materials, time,
or cost. (3-5-ETS1-1)
Planning and Carrying Out
Investigations
Planning and carrying out
investigations to answer questions
or test solutions to problems in 3–5
builds on K–2 experiences and
progresses to include investigations
that control variables and provide
evidence to support explanations or
design solutions.
 Plan and conduct an
investigation collaboratively to
produce data to serve as the
basis for evidence, using fair
ETS1.A: Defining and Delimiting Influence of Science, Engineering,
Engineering Problems and Technology on Society and
 Possible solutions to a problem the Natural World
are limited by available materials  People’s needs and wants
and resources (constraints). The change over time, as do their
success of a designed solution is demands for new and improved
determined by considering the technologies. (3-5-ETS1-1)
desired features of a solution  Engineers improve existing
(criteria). Different proposals for technologies or develop new
solutions can be compared on ones to increase their benefits,
the basis of how well each one decrease known risks, and
meets the specified criteria for meet societal demands. (3-5-
success or how well each takes ETS1-2)
the constraints into account. (3-
5-ETS1-1)
ETS1.B: Developing Possible
Solutions
 Research on a problem should
be carried out before beginning
to design a solution. Testing a
solution involves investigating
how well it performs under a
range of likely conditions. (3-5-
ETS1-2)
 At whatever stage,
communicating with peers about
proposed solutions is an
important part of the design
process, and shared ideas can
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tests in which variables are lead to improved designs. (3-5-

controlled and the number of
trials considered. (3-5-ETS1-3)
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 3–5 builds on
K–2 experiences and progresses to
the use of evidence in constructing
explanations that specify variables
that describe and predict
phenomena and in designing
multiple solutions to design
problems.
 Generate and compare multiple
solutions to a problem based on
how well they meet the criteria
and constraints of the design
problem. (3-5-ETS1-2)
ETS1-2)
 Tests are often designed to
identify failure points or
difficulties, which suggest the
elements of the design that need
to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design
Solution
 Different solutions need to be
tested in order to determine
which of them best solves the
problem, given the criteria and
the constraints. (3-5-ETS1-3)

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:

Fourth Grade: 4-PS3-4
Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:
Fourth Grade: 4-ESS3-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-levels:
K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-
ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-
2),(3-5-ETS1-3)
Common Core State Standards Connections:
ELA/Literacy -
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text. (3-5-ETS1-2)
RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently. (3-5-ETS1-2)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably. (3-5-ETS1-2)
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-
5-ETS1-3)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-
5-ETS1-3)
Mathematics -
3.OA Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2)
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
3-5.OA Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2)
NB Curriculum Outcomes Science
GCO: 101-9 test the strength and stability of personally built structures, and identify ways of
modifying a structure to increase its strength and stability
SCO:
 201-1 follow a simple procedure where instructions are given one step at a time.
 201-2 manipulate materials purposefully
 203-3 communicate procedures and results, using drawings, demonstrations, and
written and oral descriptions
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NB Curriculum Outcomes Math

GCO: Number (N): Develop number sense
SCO:
 N2: Represent and describe numbers to 1000, concretely, pictorially and symbolically.
[C, CN, V]
 N5: Illustrate, concretely and pictorially, the meaning of place value for numerals to
1000. [C, CN, R, V]

Objectives:

Students will try and create a stable structure out of the base-ten blocks that is no more
than 3 stories high and without using the units. Once they have built their table structure and
have tested its stability, they will take down their structure and sort their base ten blocks. They
will use the base-ten blocks that they used as their materials, to practice regrouping and
finding the total number that is being represented.

“I can…” statements:
Science
- I can follow the instruction the teacher gave me when I make my stable structure
- I can explain why my structure was stable or why it was not
Mathematics
- I can describe numbers to 1000 using base-ten blocks
- I can draw numbers to 1000 in base-ten form
- I can use base-ten blocks to show numbers to 1000
- I can regroup tens and hundreds to show I understand place value for numbers to 1000

Materials: Location:
- Base-ten blocks  In the blue colored bins, on the shelf,
at the back of the room, by the
window
- Pencils  Found on the students’ desks in the
pencil holder
- Paper  Found on the students’ desks in
baskets

What the teacher will do: What the student will do:
Engagement (5 mins)

The teacher will engage students by The students will contribute their ideas to the
brainstorming what some features are that brainstorming.
contribute to creating a stable structure and
write the students’ ideas on the board.
Possible suggestions:
- Wide foundation
- Solid foundation

- Solid walls
- Solid floors
- Structures that are built with triangles
Exploration (20 mins)
The teacher will give each table of students a
blue bin of base-ten blocks. The teacher will
inform the students that they have ten minutes
to build a stable structure out of the base-ten
blocks that is no higher than 3 floors. Remind
the students to refer to the ideas that were
generated as a class, and that they will not be
using the units.
Set a timer to go off in ten minutes.
After ten minutes, the timer will go off and
the teacher will ask the students to stop
building their structures.
The teacher will ask them to test their
structures in three different ways. They will
be tested together as a class.
1) Blowing on the structure (wind)
2) Touching the structure (use/inhabitants)
3) Shake or move the area the structure was
created on (environment)
Explanation (5 mins)
The teacher will ask the students to take apart
their structure but keep the materials that they
used to make it.
The teacher will explain to the students that
they need to sort their base-ten blocks into the
different place values. (i.e. tens and hundreds)
Elaboration (15 mins)
Kendall Alley |8
The students will use the ten minutes
provided to them to construct a stable
structure out of the rods and flats from their
base-ten bins. They will do so while reflecting
on the ideas that were brainstormed with the
class. They may choose to complete construct
their structure on the floor rather on the table.
When the timer goes off the students will stop
working on their structures and wait for
further instruction.
The students will follow the instructions step
by step with the teacher and their classmates
to test the stability of their stable structure.
The students will write down on a Q card
what they may have done differently to make
their structure more stable. (i.e. different
materials, different shapes, different
foundation or location)
Students will take apart their stuctures but
keep their base-ten blocks that they used in
front of them.
The students will sort their base-ten blocks
that they used into two piles:
1) Tens
2) Hundreds
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The teacher will instruct the students to get The students will get out a piece of paper and
out a piece of paper and write down: follow the step by step instructions that the
teacher is giving them.

1) How many tens they used and how many The students will begin by writing down how
hundreds they use? many tens and hundreds they used based off
their two sorted piles.

2) Regrouping their base-ten blocks, how The students will then begin to count and
many tens do they have in total and how regroup their base-ten blocks. Trading ten
many hundreds do they have in total? rods for one flat. They will write down how
many tens and hundreds they have in value.

3) What is their total number written in The students will conclude by using this
Standard Form? information to write the total number they
used to create their stable structure in
Standard Form.
Evaluation:

Stable Structures:
While the students are testing the stability of their structures the teacher will ask the students
as they go through the tests together, who’s is still standing? She will mark this down on the
checklist.
Regrouping:
The teacher will collect the students’ work once they have completed the three steps and
evaluate the results.
Notes:
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STEM Lesson Appendices

Students: Withstand Wind Withstand inhabitants Withstand
environment
Sophie

Gavin

Faith

George

Fred

Mackenzie

Lucy

Kaylen

Emma

Ayla

Richard

Tracy

Catherine

James

Ruby

Fraser

Jason
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Review of Math Manipulatives:

Geometric Shapes

Geometric shapes are very useful when teaching a variety of mathematical skills. They
are a great tool when teaching shapes in Kindergarten or Grade 1 due to their basic shape
representation. They would be very useful in the introduction to patterns as they would allow you
to begin teaching patterns using shapes and colors, both of which students are familiar with.
They begin to be very useful when introducing fractions to your students, as many of the shapes
fit onto one another allowing them to be used as an area model and are quite like the circular
fraction pieces.
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Playing Cards:

A few regular decks of playing cards are very useful to have in your classroom as they
have a wide variety of uses. Playing cards can be used when developing number sense. A great
warm up for students can be to play the game war, where they both draw a card from a deck and
the higher card wins, or to make it a little hard for older students, they can draw three cards from
the deck and make the smallest or largest number they can with the cards they drew. The cards
can also be used when kids are learning their numbers, they can play the classic card games, such
as go-fish. When teaching fractions, they can be used to randomly generate numerators and
denominators for your students to work with. Due to the simplicity of this manipulative, they
would make a great tool to have at centers as well as included in a classroom at any grade level,
as they can be adapted for a wide variety of learners.
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Play Money

Money is a great introduction to the unit of decimal places. It is something that students
are very familiar with and that they have experience with in their everyday life, which makes it a
very relevant tool for them to use when learning some difficult math concepts. Due to money’s
relevance to everyday life, it makes it very easy when creating word problems for your students
to work with. For some students, simply saying a total is not enough for them to grasp the value
of the number being presented. The money manipulative allows students to count and handle the
total in a concrete way, and with values that they already have knowledge of. When presenting
decimals to students for the first time, I believe that the money manipulative is a lot more straight
forward than reteaching the values of the base-ten blocks, which can confuse some students.
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Wooden Pizza Fractions

Pizza! Food is a very intriguing topic for any child, and teaching them how to share is a
concept that has been introduced to them many times in their everyday life. When it comes to
teaching your students about fractions, food is always a very easy go to for many teachers. This
wooden fraction pizza is durable and can be used in centers for students to explore on their own.
It can be introduced through play, by pretending that your classroom is a restaurant and that a
group of students are filling out the orders of their peers. This manipulative can be used to
introduce fractions at a very basic level and can also be expanded upon with the addition to the
pizza toppings that come along with it. When implicating the pizza toppings, you can introduce
the topic of ratios or fractions within fractions.
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Giant Ten Frames:

Ten frames are a great for the visual learns. They can be used in teaching addition,
visualization of numbers greater than ten, counting by fives and tens, and even fractions. With
this large set of magnetic ten frames, you can mount it on your white board and use it as a visual
when teaching the whole class. Students can take turns coming up to the board during instruction
to manipulate the dots themselves and participate during the lesson. This would create a great no
mess center as students can come up to the board and complete their center by manipulating the
dots within the ten frames and writing or working out their answers on the whiteboard itself.
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Mathematical and Technological activities

** See links on Website**
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Other Areas of Interest:

Teaching fractions through Music

https://www.youtube.com/watch?v=MZnpFcvl-Hw&feature=youtu.be

Engaging Students in Mathematical Concepts Through Escape Room Puzzles