Program Flyer: Musical Math

Common Core - MATH
Grade 4
CCSS.Math.Content.4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS.Math.Content.4.NF.B.3a - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.Content.4.NF.B.3c - Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Grade 5
CCSS.Math.Content.5.NF.A.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)


Core Standard: Create

Anchor Standard #1. Generate and conceptualize artistic ideas and work.

(MU:Cr1.1.4-5) a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural ). B. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.

Anchor Standard #2. Organize and develop artistic ideas and work.

(MU:Cr2.1.4-5) a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Core Standard: Performing, Presenting, Producing

Anchor Standard #4

(MU:Pr4.2.4-5) a. Demonstrate understanding of the structure and the elements of music (such as rhythm , pitch , and form ) in music selected for performance. b. When analyzing selected music, read and perform using iconic and/or standard notation. c. Explain how context (such as social and cultural) informs a performance

Core Standard: Responding

Anchor Standard #7. Perceive and analyze artistic work.

(MU:Re7.2.4) a. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural ).

(MU:Re7.2.5) a. Demonstrate and explain, citing evidence , how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical ).

Anchor Standard #9. Apply criteria to evaluate artistic work.

(MU:Re9.1.3-4) a. Evaluate musical works and performances, applying established
criteria , and describe appropriateness to the context .

(MU:Re9.1.5) a. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Core Standard: Connecting

Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

(MU:Cn11.0.4-5) a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.