Rhythm and Math: Math for Grade 2

Session Design by Molly Cameron, Stormy Knaak, and Michelle Pfeifer

LEARNING OBJECTIVES
Content Standards
CCSS Math: Domain Number and Operations in Base Ten, Standard 4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, and < symbols to record the results of comparisons.
CCSS Math: Domain Number and Operations in Base Ten, Standard 1, Objective 1a
100 can be thought of as a bundle of ten tens called a hundred.
CCSS Integrated Core: Standard 1, Objective 3d
Develop consistency in rhythmic accuracy of body percussion and instrument playing.

Enduring Understanding
Students will understand that patterns can be found in many places (e.g. math and music) and can
help students to make connections, make predictions, and solve problems.

ASSESSMENT
Performance Tasks
Students will clap their hands or slap their legs in time with a song during a soundscape which
will be assessed using the attached Consistent Rhythm Rubric in order to develop consistency in
rhythmic accuracy of body percussion.
Students will perform their number rhythm for the class which will be assessed using the
attached Consistent Rhythm Rubric in order to develop consistency in rhythmic accuracy of
instrument playing.
Other Assessments
Students will complete the attached Comparing Numbers Homework Assignment in order to
demonstrate their ability to compare two three-digit numbers based on meanings of the hundreds,
tens, and ones digits, using >, =, and < symbols to record the results of comparisons and their
understanding that 100 can be thought of as a bundle of ten tens called a hundred.
Students will complete a journal entry to demonstrate their understanding that patterns can be
found in many places (e.g. math and music) and can help students to make connections, make
predictions, and solve problems.
MATERIALS NEEDED
Teacher materials
Two Drums
Flashcards with different numbers
Including some in the ones, tens, and hundreds places
Container to draw the numbers from
One pair of three digit numbers, 175 and 234, to compare with each other
Small whiteboard and marker

Popular song for rhythm soundscape

Soundscape Rubric (see attached)

Student materials
Comparing Numbers Homework assignment (see attached)
LEARNING PLAN
Framing/Hook
1. As students enter the classroom, have them sit in a circle.
2. Inform students that they will be participating in something called a soundscape. In this
soundscape they will be clapping their hands or drumming their hands on their legs to
make their own rhythm.
a. One student begins with their rhythm.
b. The next student adds a rhythm, waiting a few seconds before their turn.
c. Continue around the circle until everyone has added a rhythm.
d. After all students have added their rhythm, wait a few seconds and tell them to
freeze.
e. Discuss if the rhythms they used stayed the same the whole time or changed as
more people were added.
f. Explain that they will be doing this again, and to pay careful attention to keeping
their rhythm consistent throughout the entire soundscape.
3. Explain that this time they will be making their rhythm soundscape to a song.
a. Choose a song that is popular at the time and that most students will know.
4. Have one student drum their rhythm in time with the song for 10 seconds. After they
finish have the next student drum their rhythm. Continue until everyone has a turn.
Assess each student during their turn using the attached rubric.
Process
5. Explain that just like the rhythms in their soundscape have a consistent pattern, there are
patterns all around us.
a. Explain that math and numbers can also have patterns.
6. Discuss how patterns can apply to numbers and math.
a. On the whiteboard, write 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 twice, one above the other, and
ask if this is a pattern.
i. NOTE: This should be written on the whiteboard prior to class.
b. Next to the first bundle, write a 1. Next to the second bundle, write a 2.
i. Discuss the following:
1. What is the total of the first bundle?
2. What is the total if you add the second bundle?
3. If you had a third bundle, what would the total be?
4. Can you see the pattern?
a. If the students do not give this answer, suggest that for each
bundle the total goes up by ten.
5. How many bundles of ten are in 100?
7. Explain that after finding patterns we often use them to solve problems.

8. Show students the numbers 175 and 234 and ask if they are the same, or if one is bigger
or smaller.
a. To show this, have students drum on the table as you point to each number with
a soft sound if it is the smaller number and a loud sound if it is the bigger number.
b. Ask how they knew that one number was bigger or smaller than the other.
c. After getting their answers bring up the number places.
i. Explain that each three digit number consists of an ones place, a tens
place, and a hundreds place.
9. Explain that one way to compare numbers is by comparing each placement with its
equivalent.
a. For example, with 175 and 234 we compare the 1 with the 2, the 7 with the 3, and
the 5 with the 4.
b. Write the 1 and 2 on the board with a blank space in between.
i. Ask what symbol could go there to show that the 2 is bigger than the one.
c. Explain that if the 1 is less than the 2, then the number 175 is less than 234
because the first number shows how many hundreds there are and 200 is more
than 100.
d. Explain that if the first two number are the same, you would do the same process
with the tens place, and if needed the ones place.
10. Use a two more examples to make sure the concept is understood.
a. 368 and 522
b. 457 and 893
11. Ask the students if we can have sounds that are bigger, smaller, or equal just like the
number examples.
a. Give example of different sound volumes on a drum.
12. Have two students each choose a flashcard from the container.
a. Give the students a few seconds to look at their numbers
b. On the count of three have the students drum louder or softer depending on if
their number is bigger or smaller.
13. Using a whiteboard that is placed between the two students, have a volunteer from the
class write which symbol (>, <, =) would match the numbers and sounds that have been
demonstrated.
a. Have the class give a thumbs up if they agree or thumbs down if they disagree.
b. Give each student a chance to drum.
14. Divide the students into pairs and have each pair draw a set of numbers from the previous
container.
a. Explain that they will need to show the class whose number is bigger/smaller, or
equal, by using sound just as before, but adding in a rhythm.
i. E.g. the longer the rhythm the bigger the number.
ii. Emphasize that the rhythms need to be no longer than 15 seconds for the
longest, and the rhythms need to be consistent.
iii. Each partner needs to have their own rhythm to represent their number.
15. Give students 2 minutes to prepare their rhythms.

16. Have each group perform their rhythms to the class and have the class try to guess which
partner had the bigger number or if the numbers were equal.
Reflection
17. Have students complete a journal entry answering the following prompt:
a. List three events or moments from today in which a pattern has existed, and
possible ways to use the patterns.
18. If time permits have students share one of the patterns they listed.
19. Assign students the following journal prompt to complete and turn in at the beginning of
class for each of the remaining four days of the unit.
a. List two additional events or moments between yesterday and today in which a
pattern has existed that are different than the patterns previously listed, and
possible ways to use the patterns.
20. Assign students the attached homework assignment.
a. Have a volunteer from the class help pass out the assignment.
b. Using the first problem as an example, show students what is expected of them to
complete the assignment.

NAME

Almost always kept

a consistent rhythm
Body

Instrument

Mostly kept a
consistent rhythm
Body

Instrument

Rarely kept a
consistent rhythm
Body

Mimi
Kendall
Alise
Alicia
Becka
Sherre
Kimberly
Maddi
Consistent Rhythm Rubric

Instrument

Never kept a
consistent rhythm
Body

Instrument

Comparing Numbers Homework Assignment

Name:
Date:
For the following questions, use the symbols <, >, or = to describe the relationship between the
two numbers.
1.
2.
3.
4.
5.

128___347
347___128
560___200
128___129
301___301

For the following questions, complete the comparison using a number that corresponds with the
<, >, or = symbol used.
1.
2.
3.
4.
5.

145<___
263>___
___>484
___=300
450=___

What would ten bundles of ten equal? Explain your answer.

Comparing Numbers Homework Assignment Answer Key

Name: Teacher
Date:
For the following questions, use the symbols <, >, or = to describe the relationship between the
two numbers.
6. 128_<_347
7. 347_>_128
8. 560_>_200
9. 128_<_129
10. 301_=_301

For the following questions, complete the comparison using a number that corresponds with the
<, >, or = symbol used.
6. 145<___
7. 263>___
8. ___>484
9. ___=300
10. 450=___

What would ten bundles of ten equal? Explain your answer.

100. Varied Responses