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Music and Math Lesson Plan

West Virginia Symphony Orchestra Young People’s Concert Series

Grade Level(s): Third, Fourth, and Fifth

Lesson Title: Every Instrument Has a Place

Focus: (Concept or skills to be emphasized)

Graphing, pictographs, tally marks, classifying objects,

data analysis

Objectives: See end of lesson for objectives and standards achieved.

Background Information:

Symphony orchestras vary in size according to the needs of specific pieces of music. The

composer determines the instrumentation, although the conductor may alter the number of

musicians used, depending upon the performance hall. In the Musical Imagination: Building Respect for Others Young People’s Concert, under the direction of Maestro Grant Cooper,

the orchestra will include many, but not all of the instruments mentioned in Orchestral

Instruments section of the Musical Imagination: Building Respect for Others CD ROM.

Some of the instruments that might be used in the WVSO’s Young People’s Concert will be:

String Family Woodwind Family Brass Family Percussion Family

Violin

Viola

Cello

Double bass

Flute

Oboe

Clarinet

Bassoon

French horn

Trumpet

Trombone

Crash cymbal

Bass drum

Snare drum

Timpani

Triangle

Tambourine

Castanets

PLEASE NOTE: For the purposes of this lesson, the numbers of instruments are within the

usual range of each family. Please tell your students that the actual number of musicians

playing each instrument in the concert will probably differ slightly from the examples

provided in this lesson.

Activities (Procedures):

1. Using the Musical Imagination: Building Respect for Others CD ROM, read about the

instruments of the orchestra with your students, found under the Structure of the

Orchestra in The Performers section. Allow students to listen to each of the instruments


on the CD ROM so that they become familiar with how they sound. List the families of

instruments (string, woodwind, brass, and percussion) played by symphony orchestras on a

flip-chart, chalkboard, or overhead, and give examples of the instruments that fall within

each family (see sample chart format).

2. Ask each student to name the instrument in the orchestra they would most like to play if

they performed in a symphony

orchestra. If any students are

currently learning to play

instruments found in the

orchestra, be sure to include

those in the list. Help each

student to identify in which

instrument family his or her

choice belongs. Tally the choices

on the chart by instrument

families. Once all of the students have made their choices, ask students to add the total

number of tally marks for each family. Construct a bar graph showing each of the families

and the number of marks each family received. Ask students to come up with a suitable

title for the graph (e.g., Instrument Families We Like Best), and to help you properly label

the graph. From this bar graph, ask students questions such as:

How many people would most like to play an instrument from the _____ instrument

family?

Which instrument family received the most/least votes?

Did more/fewer people like instruments from the _____ (e.g., string) instrument

family than the _____ (e.g., brass) instrument family?

How many more/fewer people chose instruments from the _____ (e.g., woodwind) instrument family than from the _____ (e.g., percussion) instrument family? How

did you find your answer?

Was there another type of graph we could use to show this information? (e.g.,

pictograph)

3. Using pictures of instruments on the Instrument Cutout Sheet (found at the end of this

lesson), place the pictures of the instrument families on a chalkboard or wall, aligned so

that students can help create a pictograph. Cut out pictures of the individual instruments

on the Instrument Cutout Sheet and randomly distribute them among your students

(students will each receive several instruments). Ask students to place the pictures of

their instruments into the proper instrument families (see sample pictograph). Upon

completion of the pictograph, ask students questions about the graph, such as:

How many instruments are in the _____ (e.g., woodwind) instrument family?

Which instrument family has the most/least number of instruments?

String Family Woodwind Family Brass Family Percussion Family

Sample Chart Format


How many more/fewer instruments are in the _____ (e.g., percussion) instrument

family than the _____ (e.g., brass) instrument family? How did you find your

answer?

4. Conclude this lesson by reviewing the location of the instruments on the Structure of the

Orchestra chart on the WVSO CD ROM and play the audio examples (found under

Instruments in The Performers section) for each instrument. Play audio examples at

random and ask students to identify which instrument was used to create the sound.

Extension Activity: Work with students to discover sub-groups within each family of

instruments. See Lesson 8 - Sound Production and Lesson 9 - Conditions Affecting Timbre of

Sound for additional plans related to the various ways that instruments produce their

characteristic sounds. With this information and students’ observations of how instruments

work, brainstorm ways that instruments could be reclassified. Pictures of instruments from

the Instrument Cutout Sheet (found at the end of this lesson) can be used to make the

groupings, or a chart could be made. The latter method would permit the inclusion of

instruments that are not included in the Instrument Cutout Sheet, such as the English horn,

Tuba, and Xylophone. Some examples of possible ways to classify the sub-groups are shown

below. Note: Instruments marked below with an asterisk do not appear on the Instrument

Cutout Sheet, but information can be found in the Orchestral Instruments section of the

Musical Imagination: Building Respect for Others CD ROM.

String Family

Manners of playing

Held horizontally,

fingered away

from the body

Held vertically,

fingered close to

the body

Violin

Viola

Cello

Double bass

Woodwind Family

Mechanism that sets the air column into motion

Opening

(Aperture)

Single Reed Double Reed

Flute

Piccolo*

Clarinet

Bass clarinet*

Oboe

English horn*

Bassoon

Contrabassoon*


Brass Family

Mechanism for changing pitch

Valves Slide

Trumpet

French horn

Tuba*

Trombone

Bass

trombone*

Percussion Family

Definite pitch

Vibrating

membrane

Vibrating metal

or wood

Timpani

Glockenspiel*

Xylophone*

Marimba*

Temple

blocks*

Indefinite pitch

Vibrating

membrane

Vibrating

metal or wood

Bass drum

Snare drum

Tambourine Notice that the

tambourine is in

both columns!

Crash

cymbal

Triangle

Castanets

Tambourine

Modifications (Special Needs):

1. Visual and auditory impaired students will need special consideration during this lesson

with seating and materials adaptations.

2. Learning disabled students may benefit by abbreviating this lesson’s content and length.

3. Varying learning styles will be addressed with the variety of activities in this lesson –

tactile, visual and sensory learning styles are utilized.

4. Gifted student needs are provided through the extension activity.

Assessment/Evaluation*:

1. Identify your Formative Evaluation Plan: The teacher will observe student participation

and facilitate questioning to assess understanding of the lesson concepts. The teacher

will observe student classification of correct placement of instruments into families.

The teacher will observe student classification of sub-categories of instruments in the

extension activity.

2. Identify your Summative Evaluation Plan: Teacher observation notes and evaluation of

the completed class tally chart, bar graph, and completed pictograph, will show the

teacher if the concepts introduced were processed by the students. A follow-up to this

lesson can be assumed by the extension activity.

Supplemental Materials and Equipment Needed:

Every Instrument Has a Place Instrument Cutout Sheet


Masking tape or non-marking adhesive

Resources:

WVSO Musical Imagination: Building Respect for Others CD ROM – Instruments section

References:

Van de Walle, John. Elementary School Mathematics, 5th ed. Allyn and Bacon. Boston, MA.

2004.


Pictograph of Instruments in Musical Imagination: Building Respect for Others

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1

0

String Family

Woodwind Family

Brass Family

Percussion Family

Sample Pictograph


National Music Standards Achieved:

Listening to, analyzing, and describing music.

National Mathematics Standards Achieved:

Count with understanding and recognize "how many" in sets of objects

Use multiple models to develop initial understandings of place value and the base-ten number system

Connect number words and numerals to the quantities they represent, using various physical models and

representations

Sort, classify, and order objects by size, number, and other properties

WV Content Standard Objectives:

Third, Fourth and Fifth Grade Music

MU.O.GM3-5.2.01 identify aurally and visually an orchestra, band, and folk instruments

MU.O.GM3-5.2.02 distinguish between an orchestra and a band

Third Grade

M.O.3.5.1 collect data from observation, surveys, and experiments, and construct and label a graph.

M.O.3.5.3 analyze real-world data represented on a graph using age-appropriate questions.

Kentucky Program of Studies

Third-Grade M-P-NC-2

Students will order groups of objects according to quantity.

M-P-NC-5

Students will order and compare numbers from 0-10, using physical models.

M-P-GM-15

Students will compare and order by size (e.g., large/small).

M-P-PS-1

Students will make a graph using manipulatives.

M-P-PS-2

Students will read data displayed on concrete graph.

M-P-PS-3

Students will display data on a pictograph.

M-P-PS-4

Students will read data displayed on pictographs (a display of information using symbols or pictures).

M-P-PS-5

Students will display data on a bar graph.

M-P-PS-6

Students will read and compare data on bar graph.

Fourth-Grade M-4-GM-2

Students will investigate geometric relationship (e.g., similarity, congruence) through manipulatives and

drawings.

M-4-A-1


Students will compare and contrast number patterns.

M-4-A-5

Students will represent and describe relationships through the use of variables, ordered pairs, lists in tables,

plots on graphs, and patterns.

M-4-PS-2

Students will choose appropriate means to collect and represent data.

M-4-PS-4

Students will pose questions, collect, organize, and display data.

M-4-PS-5

Students will draw conclusions based on data.

Fifth-Grade M-5-PS-2

Students will pose questions; collect, organize, display data; and choose an appropriate way to collect and

represent data.

Ohio Academic Content Standards

Analyzing and Responding

K-4 B. Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

Math

3-4, A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess

and check.

Patterns, Functions and Algebra Standard

3-4 A. Analyze and extend patterns, and describe the rule in words.

3-4 B. Use patterns to make predictions, identify relationships, and solve problems.

3-4 F. Construct and use a table of values to solve problems associated with mathematical relationships.

Data Analysis and Probability Standard

3-4 B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of

information, identify main idea, draw conclusions, and make predictions.

3-4 C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs,

line plots and Venn diagrams.

3-4 D. Read, interpret and construct graphs in which icons represent more than a single unit or intervals

greater than one

Patterns, Functions and Algebra Standard

5-7 A. Describe, extend and determine the rule for patterns and relationships occurring in numeric patterns,

computation, geometry, graphs and other applications.

Mathematical Processes Standard

5-7 H. Use representations to organize and communicate mathematical thinking and problem solutions.

Data Analysis and Probability Standard

5-7 B. Interpret data by looking for patterns and relationships, draw and justify conclusions, and answer

related questions.

5-7 E. Collect, organize, display and interpret data for a specific purpose or need.

*All Assessments are to be at the expected state assessment standard; in West Virginia this is mastery level; in Ohio this is benchmark level; and, in Kentucky, this is academic expectations level.


Every Instrument Has a Place Instrument Cutout Sheets

PLEASE NOTE: For the purposes of this lesson, the numbers of instruments are within the usual range of each

family. Please tell your students that the actual number of each instrument used in the concert will probably

differ slightly from the examples provided in this lesson.

The number of instruments from each instrument family used in this lesson is as follows:

Percussion Family String Family Woodwind Family Brass Family

1 Crash cymbal

1 Bass drum

1 Snare drum

1 Timpani

1 Triangle

1 Tambourine

1 Castanet

Total: 7

16 Violins

6 Violas

4 Cellos

2 Double basses

Total: 28

2 Flutes

2 Oboes

2 Clarinets

2 Bassoons

Total: 8

4 French horns

2 Trumpets

3 Trombones

Total: 9


Percussion Family

Crash Cymbal

Bass Drum

Snare Drum

Timpani

Triangle

Tambourine

Castanet

String Family

Violin

Violin

Violin

Violin

Violin

Violin


Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Viola

Viola

Viola

Viola

Viola


Viola

Cello

Cello

Cello

Cello

Double Bass

Double Bass

Woodwind Family

Flute

Flute

Oboe

Oboe

Clarinet

Clarinet

Bassoon


Bassoon

Brass Family

French Horn

French Horn

French Horn

French Horn

Trumpet

Trumpet

Trombone

Trombone

Trombone

Documents

Music and Math Lesson Plan West Virginia Symphony ...wvsokids.org/wp-content/uploads/Lesson-4-Every-Instrument-Has-a-P… · 4. Conclude this lesson by reviewing the location of the