Interdisciplinary Project

Objective:

Design a lesson or unit that connects math meaningfully to another core subject (science, ELA, social studies, or the arts).

Requirements:

Select a math standard and a non-math content standard to integrate.
Design a lesson or short unit (1–3 days) where students explore both domains in a cohesive way.
Include:

Guiding question or real-world anchor
Use of manipulatives, models, or data
Assessment of both math and cross-disciplinary learning

Sample Topics:

Graphing weather data in a science unit
Fractions in music or visual art
Historical timelines or map scales in social studies

Interdisciplinary Project Rubric

Criteria	Excellent (4)	Proficient (3)	Developing (2)	Beginning (1)
Standards Integration	Clearly integrates a math standard and a non-math content standard with strong alignment.	Integrates both standards with appropriate alignment.	Integration of standards is somewhat unclear or weak.	Standards integration is missing or unclear.
Lesson/Unit Design	Lesson/unit is well-structured, cohesive, and clearly connects both domains over 1–3 days.	Lesson/unit is generally structured and connects domains.	Lesson/unit shows partial connection or lacks cohesion.	Lesson/unit is poorly structured or disconnected.
Guiding Question/Real-World Anchor	Presents a compelling, relevant guiding question or real-world context anchoring the lesson.	Provides a clear and relevant guiding question or context.	Guiding question or context is vague or weakly related.	Lacks a guiding question or real-world anchor.
Use of Manipulatives, Models, or Data	Effectively incorporates manipulatives, models, or data to support learning in both domains.	Uses manipulatives, models, or data with moderate effectiveness.	Limited or inconsistent use of manipulatives, models, or data.	Does not use manipulatives, models, or data meaningfully.
Assessment of Learning	Includes thoughtful assessment addressing both math and cross-disciplinary objectives.	Assessment covers both domains with some depth.	Assessment addresses one domain well but not both.	Assessment is missing or focuses on only one domain superficially.
Creativity and Engagement	Lesson/unit shows creativity and engages students actively in both subjects.	Lesson/unit is engaging with some creative elements.	Lesson/unit has limited engagement or creativity.	Lesson/unit lacks creativity and student engagement.
Clarity and Presentation	Instructions and materials are clear, well-organized, and easy to follow.	Instructions and materials are mostly clear and organized.	Some parts are unclear or disorganized.	Instructions and materials are confusing or incomplete.

Interdisciplinary Lesson: Fractions in Music

Grade: 3–4
Math Standard: Understand fractions as parts of a whole (CCSS 3.NF.A.1)
Arts Standard: Explore rhythm patterns and note values in music

Guiding Question

How can understanding fractions help us read and create musical rhythms?

Lesson Overview

Students will learn how musical notes represent fractional parts of a whole measure and explore rhythm patterns by creating their own compositions using fraction concepts.

Materials

1. Fraction Manipulatives

Fraction Circles or Fraction Bars: Sets showing 1 whole divided into halves, quarters, and eighths.
Example: One circle divided into 2 equal parts labeled 1/2, one divided into 4 equal parts labeled 1/4, and one divided into 8 equal parts labeled 1/8.

2. Musical Note Visuals

Large, colorful cards or posters showing:

Whole note (𝅝) labeled “1 whole”
Half note (𝅗𝅥) labeled “1/2”
Quarter note (♩) labeled “1/4”
Eighth note (♪) labeled “1/8”

Each card includes a simple visual fraction model (e.g., circle divided into parts) matching the note’s fraction.

3. Percussion Instruments or Alternatives

Simple instruments like hand drums, tambourines, or claves.
Alternatively, students can clap or tap their desks for rhythm practice.

4. Rhythm Pattern Worksheet

Worksheet with:

Images of musical notes in various combinations.
Spaces for students to write the fraction value of each note.
Addition problems where students sum fractions corresponding to rhythms.
A section for students to create their own 4-beat rhythm using note images and write the fraction equation.

5. Writing Materials

Pencils, erasers, and crayons or markers for worksheet activity.

Lesson Steps

Introduction (10 minutes)

Discuss fractions as parts of a whole using fraction circles.
Introduce musical notes and explain how each note’s duration represents a fraction of a whole measure (e.g., whole note = 1, half note = 1/2, quarter note = 1/4).

Exploration (15 minutes)

Show visual cards of different notes and their fractional values.
Have students practice clapping or tapping rhythms matching the note values.
Use fraction bars alongside the note visuals to reinforce the fraction concept.

Activity (20 minutes)

Students create their own 4-beat rhythm pattern using note cards that add up to 1 whole measure (e.g., 1/2 + 1/4 + 1/4).
Students write the fraction equation representing their rhythm.
Share and perform rhythms as a class.

Assessment (10 minutes)

Worksheet: Match fractions to musical notes and complete fraction addition problems based on rhythm patterns.
Informal observation of participation and accuracy in rhythm creation and fraction matching.

Cross-Disciplinary Learning Outcomes

Math: Understand fractions as parts of a whole and add fractions with like denominators.
Arts: Recognize rhythm patterns and note durations; perform rhythms accurately.

Reflection

This lesson integrates math and music by making fractions tangible and engaging through rhythm. Using physical models and active music-making supports diverse learners and deepens fraction understanding. It also highlights how math concepts apply in creative, real-world contexts.