Algebra for Primary Grades

Objective:

Given an activity making drums, listening to an example of repeating drum patterns, and a classroom activity of following patterns on drums, students will be able to identify auditory patterns as demonstrated by their ability to follow the patterns on their own drums.

EALRs: 1.5 Understand and apply concepts and procedures from algebraic sense.

GLE: 1.5.1 Patterns, functions, and other relations.

Materials needed:

Containers for drums

Construction paper, markers, other art supplies such as stickers, crayons, glue, tape, etc.

Kindermusik CD

Drum CD or tape for background music

CD Player

Procedures:

Review: (5 min)

We have been talking about patterns. Who can give me an example of an AB pattern? (Draw or describe) Who can give me an example of an AAB pattern? ABB?

Making Drums (10 min)

Today we will still be looking at patterns, but we will be looking at patterns in music! Does anyone have a drum at home? Today we are going to make our own.

Each one of you will get one of these containers, which will be your drum. We are going to spend about 10 minutes decorating them (activity might be more extensive in real classroom). Each one of you will take a piece of construction paper to decorate and tape/glue on the outside like this. As I call your name, please come up and get your materials and get to work. As you finish making your drum, you can play around with them and figure out all of the kind of noises you can make with it. Any questions? (Play background drum music during drum making)

Group Discussion and Practice (10 min)

Now that everyone is finished, let’s come to the front with your drum, and sit in a circle. What kinds of sounds did you figure out that you could make with your drum? (take several examples)

Does anyone know what a rhythm is? (a music pattern)

So let’s take one of the sounds and make a rhythm (teacher does AA pattern, students follow) What kind of rhythm is this?

Now we are going to listen to a song that has a man playing a rhythm on his drum, and the little boy copies him, continuing the rhythm. The three sounds they play are boom (pay together) tap (play together) and whish (how can we do that? Play together). So let’s try it. (Play a couple of times.)

Assessment: (5 min)

Does anyone have a pattern they would like to try and see if we can follow? I’ll start and when you think you have one, raise your hand and we’ll see if we can follow it.

OK, it’s almost time for recess. As I call your name, go put your drum on your desk and get your coats.