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Math Summative Assignment
Caitlyn Conrad
Table of Contents
Section 1: Annotated Bibliography- Music and Math...............................................3
Gupta, Arvind. The Interesting Connection Between Music And Math . Vancouver
Sun (2009): n. pag. Web.......................................................................................... 4
Education World: Teaching The Mathematics Of Music . Educationworld.com. N.p.,
2017. Web. 27 Feb. 2017.................................

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Math Summative AssignmentCaitlyn Conrad
Table of Contents
Section 1: Annotated Bibliography- Music and Math...............................................3Gupta, Arvind. he !nteresting onnection Bet#een Music And Math .
Vancouver Sun
$%&&'(: n. pag. )eb..........................................................................................* +ducation )orld: eaching he Matheatics Music .
Educationworld.com
. /.p.,%&10. )eb. %0 eb. %&10.........................................................................................2
The Math in Music & Movement | Scholastic
. $%&10(.
Scholastic.com
. etrieved %0 ebruary %&10, ro
https://www.scholastic.com/teachers/articles/teaching-content/math-music-movement/
..................................................................................................................2
Group Time: Add Some Music & Math to Group Time | Scholastic
. $%&10(.
Scholastic.com
. etrieved %0 ebruary %&10, ro
https://www.scholastic.com/teachers/articles/teaching-content/group-time-add-some-music-math-group-time/
.................................................................................................................4 5ohnson, G. 6 +delson, 5. $%&&3(. !ntegrating Music and Matheatics into the +leentary lassroo.
NCTM
.................................................................................0
Music helps children learn maths
. $%&10(.
Teleraph.co.u!
. etrieved %0 ebruary %&10, ro
http://www.telegraph.co.uk/education/919! #/Music-helps-children-learn-maths.html
0Section %: S+M 7esson- ossils and Measureent.................................................8Section 3: evie# o Math Manipulatives..............................................................13Snap ubes...........................................................................................................139ouble Sided ounters..........................................................................................1*raction circles......................................................................................................1*Section *: Matheatics and echnology...............................................................12A revie# o Geogebra $
https://www.geoge$ra.org/
(.......................................................12ead Aloud: Math urse, by 5on Scies;a and 7ane Sith....................................12Sartboard 7esson................................................................................................12Section 2: ther Areas o !nterest.........................................................................14Math peer teaching...............................................................................................14 5ournal <uestions..................................................................................................%3=nit >lan................................................................................................................%4
Section 1: Annotated Bibliography- Music and Math
%n my e&perience as an 'lementary student % was aware that while % was good at math( % wasn)t really interested in it. %n music % have *ound one o* my passions and( as it turns out( it is directly tied into math in multiple ways. +ollowing are si& articles that % *ound use*ul in in*orming me on how to incorporate something that make math a little more relata$le and *un,
Gupta, Arvind !The nteresting Connection Bet#een Music AndMath!
Vancouver Sun
$%&&'(: n pag )eb
%* you had a child that was $orn in the 199 )s you pro$a$ly heard a$out a concept called the Moart '**ect. o og your memory this is the idea that i* parents played Moart 0or any *amous composer really while their child slept it would make them smarter( speci*ically in the mathematical concept o* spatial reasoning. his was never entirely proven however some test su$ects did show improvement in this area. he article then goes on to e&plain that music and math are actually directly related to each other( may$e not in the sense o* the Moart '**ect $ut in incorporating music into math( especially *or young children( it does have positive e**ects on their test scores( speci*ically with spatial reasoning( arithmetic( and it also helps with skills like hand-eye coordination. his article not only touches on the ways in which music can help our young learners with mathematical concepts $ut it also proves that music can help children $e more interested in math. Music is a part o* most people)s daily lives in some way or another. aking something so relevant and using it to e&plain( or underline a math concept can make these a$stracts ideas more concrete( especially *or the younger elementary grades.
!*ducation )orld: Teaching The Mathe+atics f Music!
Educationworld.com
p, %&1. )eb %. /eb %&1.
his is a short article meant *or educational pro*essionals at the 'lementary level. Similar to the last article it does discuss that the connection $etween math and music has $een a well-known concept *or years. 2ithout math music simply would not e&ist. %t thengoes on to give speci*ic ideas on how one can incorporate music into their math lesson( or math into their music lesson.As a hope*ul educator % love all o* the speci*ic ideas on how to incorporate music into my lessons. %t has multiple di**erent ideas that will $e great *or multiple di**erent grade and skill levels( and( in true teaching *ashion( they are all adapta$le so that i* % did really like an idea that was meant *or( let)s say( grade *our( then % can easily di**erentiate itand $ring it down to the level where my students are at.
The Math in Music & Movement | Scholastic
$%&1.(
Scholastic.com
0etrieved %. /ebruary %&1., fro+
https://www.scholastic.com/teachers/articles/teaching-content/math-music-movement/
his is another article that is meant to $e used *or educational purposes( speci*ically *or teachers who are in the 3-# range as the article lays out. 2hat di**ers *rom this article is that( rather than talking a$out the speci*ic mathematical connections tomusic it discusses how songs can help students learning their $asic *acts( such as with 4his 5ld Man6( or that made-up songs can even help with recollecting *acts. %t is not so much a$out how notation contains *ractions( or rhythm and $eat can $e tied into counting and operations( $ut rather how a simple concept( like a song( can $e used to help students remem$er what you are teaching them.

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