Lesson 11: Beat vs. Rhythm

Grade: 3

Musical Concept: Rhythm vs. Beat

Time: 30 minutes

Element: Rhythm

Materials: Different colored markers for the beat and the rhythm.

National Music Standard:

Performing: Analyze the structure and context of varied musical works and their implications for performance.

Specific National Standards:

MU: Pr4.2.3 b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Objectives:  SWBAT show through body percussion their understanding of the difference between beat and rhythm.

Procedure:

1. Hello Song
2. Today we're going to learn about the difference between beat and rhythm. Rhythm is the way the words go.
3. I'm going to sing a song, and I'd like you to find the beat!
1. Sing Scotland's Burning. Students find beat.
2. Sing it again. Watch closely to what I’m going to do! Teacher do Kodaly hand signs. Students keep beat.
3. Invite students to join with hand signs and sing one more time.
4. Invite students to sing if they are not already.  Can they sing it without the teachers help? Challenge them!
5. Now I have an extra challenge for you!  Can you clap the rhythm? Rhythm is the way the words go.
6. Divide the class in two - half keep the beat, and half clap the rhythm.
7. Opt. Divide the class in three - third keep the beat, third clap rhythm,  third do Kodaly syllables.
8. Do it as a round! Everyone clap the rhythm you're singing!
4. Have students sing Scotland's burning while you mark the beats as straight lines on the board.
1. Beats can have more than one syllable inside of them.
2. I'm going to sing just the first part in Scotland's Burning, can you listen closely to how many syllables are in the very first beat? Two!  Write two straight lines underneath the associated beat.
3. Repeat for the rest of the song.
4. Sing the whole song, pointing to the rhythm marks as you go.  Ask, Does this look like the rhythm? The Rhythm is the way the words go.
5. Does it look different from the beat? How so? Because sometimes there's more of them, there are more inside one beat.
5. Let's sing Scotland's Burning one more time as a round!
6. Goodbye!  Group picture!

Reflection: The students were able to pick up the difference between beat and rhythm very quickly.  I was impressed that they were able to tell how many sounds were in each beat.  After completing steps 1-4, I asked if they had every done rhythms with Ta and Ti-ti in their music class, and they had!  We were able to clap the rhythm of Scotland's Burning while saying the rhythm syllables.  I'd glad I was able to reinforce those rhythmic patterns for them, as well as introduce the difference between rhythm and beat by using the phrase Rhythm is the way the words go. 

Lesson 10: Kandinsky Part 3

Lesson Plan:

• Ms. Grgich - 10 minutes review of acrostic poems
• Rosenberg used a word bank when he wrote The Noisy Paint Box
• Project on board
• Today we're going to use word banks when we create our acrostic poem.
• Show painting
• And give example.
• Put your shape down the side.
• Describe your shape.
• Have at least one sound word.
• But I know you can do more than that!
• Challenge use a musical word.
• Here is a list of music words.
• We talked about short and long, the musical word for that is staccato and legato.
• Let them work individually.
• Have each student paste their poem and the painting they were using for inspiration on a piece of colored construction paper.

Reflection:  The kids did a great job coming up with interesting words to describe their shapes and sounds.  One change I would make next time would be to give the students markers to circle their shape they were describing on the painting before the glue it to the construction paper.  Many circled their shape with pencil, but it was too hard to see on the black-and-white prints.

Lesson 9: Kandinsky Part 2

Review the lesson from last time

Shape activity/Drum- Freeze into the shape you came up with for this painting

Sound 1-2-3

Review of Dynamics

Review of Articulation

Conducting Performance of Kandinsky

Review of Tempo

Pick a different shape in the same painting and lets review the musical concepts (with words signs)

Connect the concept with the term

Tempo: Fast/Slow

Dynamics:  Loud/Quiet

Articulation: Short/Long

Introduce the book: Does anyone remember the special name of the artist last week?

Kandinsky

Kandinsky heard sounds everyone he went. In music we call those Found Sounds.

When we read the book, see if you can identify some of the Found Sounds he heard in his environment.

Read the Noisy Paintbox (10 minutes)

Discussion: What are the sounds that he heard in his environment referenced in the book?

Create a piece inspired by art

Small groups – have them create their own- work

Three groups of 10—put an adult with each group

Create a road map of your performance: iconic notation.

Write down the words for your sounds.

Incorporate the musical element from your secret envelop.

Choose a conductor for your group

Give them a secret envelope as they are working. Students should include this musical element in their composition.

Tempo:

Dynamics:

Articulation:

Model iconic notation on the board with the original piece.

Give students time to work on those things.

Lesson 8: Kandinsky Part 1

For this integrated lesson sequence, Dr. May, my faculty adviser, assisted me in planning and teaching the lessons.

Lesson Plan:

Gerilyn: Hello Song

Dr. May: Art and music comparisons

• Music influence on art Boogie Woogie
• What about the music do you think inspired the artist?
• Patterns in art—repetition in music
• What about the large blocks?
• Etc.

• Art influence on music The Twittering Machine
• Let’s make predictions, what do you think the music is going to sound like? Why?
• Dynamics—loud or soft?
• Tempo—fast or slow?
• Timbre—what kinds of instruments?
• Articulation—long or short?
• Any other ideas?
• Listen and see if any of their predictions were correct

Today we’re going to look at another artist who was influenced by music. His name is Kandinsky, and he was a really famous artist that used wonderful colors and shapes to create abstract art. We are going to use his art to make music of our own! Before we do that, however, I want to see what kind of art we can create with our bodies by making shapes! In order to do that we are going to need to move around a lot, which means we need to establish a couple of rules:

• Hands to yourself
• Mouths quiet
• When you hear my drum playing you can move
• When you my drum stop you need to freeze and don’t move a muscle!

Let’s practice making some shapes—I put some shapes up on the board for inspiration.

• High, low, big, small, curvy, straight, shapes with friends?

Gerilyn:

Now that we’ve talked about making shapes with our bodies, I want to talk about making sounds with our voices. I brought four of my favorite instruments that make funny sounds. Let’s see if we can make these sounds with our own bodies.

• Vibraslap
• Double Bell
• Rachet
• Ocean drum

Dr. May:

Let’s look at a piece of art by Kandinsky. What are some of the things you notice about Kandinsky’s artwork?

Exploring the artwork together:

• Let’s choose one of these shapes
• Can you make your body look like this?
• What sound can we make look like this?
• What if half of the room makes this shape and creates a sound and the other half makes this shape and creates a sound. What would they sound like together?
• Everyone choose a different shape, don’t tell me keep it a mystery shape and as I go across the picture make your shape and sound but only when I am touching your shape.

Gerilyn:

• How did we use art to make music?
• How did we bring our painting to life with our bodies and sound?

Dr. May:

As we’re leaving I want everyone to choose a final shape and when we come tap you, you are going to say the special name we taught you, do you remember it? We won’t see you next week but we’ll be back the week after and when we come back we want to see how many of your remember the special name!

Lesson 7: I've Been to Harlem!

Grade: 3

Musical Concept:  Rhythm vs. Beat

Time: 25 minutes

Element: Meter

Materials: Ikea cups

National Music Standard:  Performing

Specific National Standards:

MU:Pr5.1.3 a. Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.

MU:Pr5.1.3 b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

Objectives:

Students will be able to keep a rhythm and work as a team to pass their cups around the circle.

Procedure:

1. Jump in with "Hello There" as a hello song.
1. Invite a small group of students to lead the song with or without you.
2. Today we're going to learn a song called "I've Been to Harlem" and a cup game that goes with it!
1. Move to a sitting circle at on the rug.
3. Let's keep the beat while I sing.
4. Introduce the rhythm pattern on body percussion.
1. Clap Clap, pat pat pat, Clap, pat pat
2. Do that until the students have it down with you singing.
3. Invite students to sing if they feel comfortable doing the rhythm at the same time.
5. Transfer body percussion to the cups.
1. Before passing out the cups, explain that when we have the cups out we have to be sure to follow instructions and leave the cups on the ground.  We cannot put these cups near our mouths at any time.  Any student using the cup inappropriately will be asked to sit out.
2. Sing while passing the cups out one at a time.  First explain that we will grab, pass, grab, pass until the cups get all the way around the circle.  Then we'll keep singing and passing the cups in the circle until I hold up my fist (like this).
3. After stopping, remind the students of the body percussion by doing it once.  Then ask the students to watch closely while you show them how we will do something very similar but with the cups.
4. Do the percussion with the cup, and pass it at the end.  Point out that at the end, we will pass the cups the same direction as we were just a minute ago.  Then do the percussion with the cup while singing the song.
5. Do the percussion while chanting "clap clap, pat pat pat, clap, grab, pass" a few times as a whole class, then move into singing when the students are comfortable.
6. Comment on how well the students behaved with the cups in front of them, how well they kept the rhythm going while singing or listening to others sing a different rhythm.

Reflection:

This lesson went very well!  The students have improved their skills at keeping the beat and that made me feel comfortable giving them a challenge - doing a different rhythm while they sing.  Today not every student was able to sing and play the rhythm, but many were after several repetitions.  The main thing I loved about this lesson was how engaged the students were and how much fun they were having.  They enjoyed working together to pass their cups and were so supportive of each other when their classmates were struggling.  The students improved significantly over the course of the lesson as we rehearsed by going slower.  Their accuracy improved and some were able to sing while doing their rhythm.  One thing that could have gone better about this lesson was driving home the difference between beat and rhythm.  I mentioned it at the beginning and the end, but I am unsure if the students really understood what I meant.  I could have tied the activity more strongly to the elements of music by having half the class keep the beat while the other have plays the rhythm.  I got caught up in the fun activity, rather than focusing on the content I wanted the students to understand.

Lesson 6: Soundscapes for Where The Wild Things Are

Grade: 3

Musical Concept:  Timbre, dynamics, tempo

3rd Grade Concept: Reading: Literature

Time: 45 minutes

Element:  Soundscapes

3rd Grade Element: Creating

Materials:  Found sounds, various hand-held percussion instruments

Specific Utah Standard:  3.1.b: Improvise a soundtrack for a story and/or a poem.

Specific 3rd Grade Standard:   Reading: Lit Standard 7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Objectives:

1. SWBAT demonstrate their understanding of how illustrations contribute to a story through classroom discussion.
2. SWBAT demonstrate their understanding of how music and sound can enhance a story through creating soundscapes.
3. SWBAT choose instruments, dynamics, tempi, and short/long note values that exemplify the timbres they are seeking to imitate.

Procedure:

1. Ms. Grgich:
1. Read WWTA to the class.
2. Talk about different settings in the text.  Include Max's room, growing forest, on the boat, the land of the Wild Things, the wild rumpus.
3. Talk about how the illustrations contribute to the story by creating the moods or emphasizing aspects of the setting.   Include discussion of colors, shapes, etc. and how they contribute to the story.   The following are some ideas (which you probably can come up with more or better ones than these that I've thought of):
1. What's the mood like when Max in his room after being sent to bed? Upset, lonely.  What's the mood like in his room after he discovers soup has been set out for him? Happy, loved by Max's mom.
2. How do the illustrations demonstrate Max's room changing into a forest?  What do the illustrations tell you about how Max felt when that was happening?
3. What are the wild things like? Do you know that from the text or illustrations or both?
4. What happened at the wild rumpus? How do you know?
4. Please write the kids ideas on the board, I will be referring back to them.
5. Conclude with talking about how, throughout the story, the illustrations contribute to the story, allowing the words to be visualized and making imagining the story easier.
2. Enter Gerilyn:
1. We can make aspects of the story come to life even more through use of sound!  Just like the illustrations make thing come to life using art.  Today, we are going to create soundscapes to go with WWTA.
2. Explain that we will be using instruments today.  When it is not your turn to play your instrument, you need to place your instrument in your lap or on the ground in front of you and put your hands on your knees.  If you are playing you instrument when it is not your turn, I will take it away.
3. Show pictures throughout the following steps:
4. As you talk about each aspect, have one or two students come up and choose a found/sound for that aspect of the setting.
5. For each setting, talk about how we will have the different instruments enter.
6. While talking about each setting, consider the dynamics and tempo of the soundscapes.
1. For example, maybe the trees could start growing slowly and them speed up and get louder as they get bigger.
7. Also discuss that when Ms. Grgich turns the page, its they need to place the instrument back on their lap and put their hands on their knees.
8. Practice each scene after choosing the found sounds, before moving on to the next setting.
9. Talk about the growing forest.
1. What do you see in the growing forest?  Trees, leaves, grass, stars, Max
2. What are tree made of? Wood!  What sort of sounds does wood make when it moves?  Think about when you walk up wood stairs or across a wood floor.  Its creaks and groans.
3. What sounds do leaves make? Rustling.  Can you make a rustling sound with your hands?
4. What about the stars? We know when we see stars they twinkle, what do you think they sound like?
5. In the next picture, when the forest is fully grown, we see Max facing the moon.  Max is in a wolf costume.  What might he be doing at the moon in his wolf costume?
6. It is night-time: what sort of animal sounds do you hear outside at night? Crickets, bugs.
10. The Boat:
1. Who here has been on a boat before?  What sounds do you hear when you're on a boat?  What about animals you might hear? Water sloshing, wind howling, sails flapping, seagulls chirping.
2. Wind gets louder and softer, seagulls are chirping from far away…
11. The wild things:  What sounds do the wild things make when Max arrives?  Roars, gnashed their teeth, clicking claws.
1. Loud? Sudden? Roars are long or short?
12. What happened at the wild rumpus?  Dance, songs, howling at the moon.
1. Have a few students pick instruments to exemplify howling at moon and have them do the howling for 8 beats as an introduction to Toembai.  Do Toembai as a two part round.  DON'T do the dance yet, just have them seated and singing.
13. What does Max's house and room sound like?
1. What about when he is wrecking havoc in his house?  Banging nails (Loud, fast?) Do you think he might fall if he stands on books?  What might that sound like? Thump, collapse, whoosh, wham.
2. What about when he gets sent to his room? He's sad, what might a sad instrument sound like?  What about a happy instrument when he gets back to his room after his adventures?
1. Could sing a couple tunes without words and ask them to choose 1, 2 or 3.
3. Synthesis!
1. Now that everyone has their instrument and knows what setting it goes with, let's read the whole story and do our soundscapes at the same time!
2. Remind students instrument rule - on lap or ground and hands on knees when it isn't their turn to play.
3. Instruct students when it is their turn, when their part comes up in the story.

Lessons 4 and 5: Weevily Wheat

Grade: 3

Musical Concept: Singing games, play party

3rd Grade Concept:  Multiplication

Time: 45 minutes.

Element:  Connection to history

3rd Grade Element: Math

Materials: Stickers for right hands

Specific Music Standard:  Utah Standard 1.3.c:  Play singing games, enjoy traditional folk dances, patriotic songs, and musical stories that have originated in the cultures of the community. Explain what they mean personally.

Specific 3rd Grade Standard: 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8) or properties of operations. By the end of Grade 3, know from memory products of two one-digit numbers.

Objectives:

1. Students will be able to sing Weevily Wheat with accurate pitches and rhythms.
2. SWBAT relate multiplication tables using this piece as memory tool.
3. SWBAT keep the beat through the dance accompanying the piece, and using body percussion.

Procedure:

1. Discussion: What do you guys like to for fun? (watch TV, play on the computer, ipod, ipad, listen to music)
1. If you didn't have a TV, what would you do for fun? If you didn't have an ipod to listen to music on, how could you listen to music? (Have to make your own!)
2. A long time ago in the 1830s, people didn't have TV or ipods.  Instead, the had play parties where children got together and sang songs and danced for fun.
3. Play parties where people sang and danced were very popular until the 1950s.
4. Today we are going to learn a singing game that children would have played at a play party called Weevily Wheat.
2. Stimulate recall of prior learning
1. I’m going to sing, I want you guys to listen and keep the beat on your laps.
3. Present the content
1. Sing Weevily Wheat.  At the end, comment on how the students were able to find the beat.
2. 2nd listening - have students keep the beat, following (mirroring) your body percussion pattern.  (LH first phrase, RH second phrase, LH/RH 3rd phrase, RH/LH 4th phrase)
3. 3rd listening - this time listen closely for the words, what do you think this song is about?  Do body percussion again.  At the end, explain that flour, wheat, and barley are all grain used in cooking, but you can only make a cake with flour!  That's why we say we don't want the wheat or the barley.
4. 4th listening - sing along if you think you know it!
4. Guided learning - Break down
1. Break down the song 1 phrase at a time.
2. Do 2 phrases at a time.
3. Do the whole song at one time.
5. Guided learning - Dance Demonstration
1. Invite 3 students come up to help you teach the dance.  Put a sticker on their RH.
2. Tell them we're going to put our right hand in and walk around to the beat, and then we're going to put our left hand in and walk to the beat.
3. Do the first two lines, demonstrating with the small group.  Ask students to sing!
4. Repeat, asking remaining students to listen for the word we switch directions on.
5. 2nd two lines - This is the tricky part!  Assign small groups numbers 1-4, explain we're going to put in our hands one at a time, sticker hand first. "My, your turn, your turn, your turn, left hand, left hand, left hand, left hand"
6. Then we're going to take our hands back out!  Top hand goes first, "left hand, right hand"
7. Have rest of class keep the beat using established pattern and sing, while small group demonstrate last 2 lines of song.
6. Guided learning - Class dance
1. Explain that now we are going to divide into groups to do the dance.  In a moment, you will line up at the door, and I will divide you into groups.  When you have your group, you may quietly find a spot in the room.  Then we will go through the dance as a group.  If your group is talking,  or not following directions, or disturbing other groups, I will ask you to sit down.
2. Have students line up like they are going to leave the classroom, give them stickers and divide them into groups of 4.  Tell each students to remember their number.
3. 1st/2nd line - Sticker hand in, what word do we switch directions on? Take! Sing first and second lines, stop.
4. Now we're going to practice putting our hands in (sticker hand first): 1st person, 2nd person, 3rd person, 4th person. Left hand, left hand, left hand, left hand
5. Now let's practice taking them out: Left hand, left hand, left hand, left hand, right hand, right hand, right hand, right hand
6. Now let's try it singing!  Repeat as accuracy and fun needs/will allow.
7. Integrated - Multiplication
1. Write different multiplication tables on the board and sing the song using different multiplication tables. Keep the beat while singing.
2. Have students clap the rhythm a few times (rhythm is the way the words go).
3. Play with dynamics and tempo, different body percussion, etc.

AS TIME ALLOWS:

1. Explain what an ostinato is - a rhythm that is repeated throughout the whole song.
1. Clap the rhythm and stop after "don't want your barley"
2. Let's clap the rhythm of don't want your barley several times in a row while we say it
3. Now can we clap the rhythm without saying the words out loud?
4. Now you keep clapping the ostinato while I sing the rest of the song.
5. Can you guys join me in singing the rest of the song?
6. Have some students keep the beat while others clap the ostinato.  Repeat with rhythm.
7. Have some students keep the beat while some clap the rhythm and some clap the ostinato.
2. Perform/Assess Performance
1. Teacher observation: listening to pitch and rhythm, watching students keep the beat.
2. Students raising hands and verbally answering multiplication tables, singing .

Reflection:  I discovered that the students had not yet started multiplication in the math units yet.  I decided to re-visit this activity when they began multiplication next semester.  The did a great job with the song and dance though!  We didn't have time for anything below "As time allows," but it's still something I'd love to try at a later date!

Weevily  Wheat part II

Grade: 3

Musical Concept: Singing games, play party

3rd Grade Concept:  Multiplication

Time: 45 minutes.

Element:  Connection to history

3rd Grade Element: Math

Materials: Stickers for right hands

Specific Music Standard:  Utah Standard 1.3.c:  Play singing games, enjoy traditional folk dances, patriotic songs, and musical stories that have originated in the cultures of the community. Explain what they mean personally.

Specific 3rd Grade Standard: 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8) or properties of operations. By the end of Grade 3, know from memory products of two one-digit numbers.

Objectives:

1. Students will be able to sing Weevily Wheat with accurate pitches and rhythms.
2. SWBAT relate multiplication tables using this piece as memory tool.
3. SWBAT keep the beat through the dance accompanying the piece, and using body percussion.

Procedure:

1. Stimulate recall of prior learning
1. Do you remember what a play party is?
2. Remind what it is.
3. What was the song we learned that children used to sing at play parties? Can anyone hum a part of it?  Remember what is was about?
2. Present the content
1. Sing Weevily Wheat.
1. Invite students to keep the beat.
2. At the end, comment on how the students were able to find the beat.
2. Break down the song, phrase by phrase, my turn, your turn.
3. Have students keep the beat by:
1. Dividing the class into 4 groups
2. Each group will tap on the beat in turn (Group 1 on beat 1, group 2 on beat 2, etc)
4. Sing along, you know it! Keep the beat using a different body percussion for each group
3. Dance Demonstration
1. Invite 3 students come up to help you teach the dance.  Put a sticker on their RH.
2. Tell them we're going to put our right hand in and walk around to the beat, and then we're going to put our left hand in and walk to the beat.
3. Do the first two lines, demonstrating with the small group.  Ask students to sing!
4. Repeat, asking remaining students to listen for the word we switch directions on.
5. 2nd two lines - This is the tricky part!  Assign small groups numbers 1-4, explain we're going to put in our hands one at a time, sticker hand first. "My, your turn, your turn, your turn, left hand, left hand, left hand, left hand"
1. Put hands in one at a time, just like we kept the beat one at a time when we learned it.
6. Then we're going to take our hands back out!  Top hand goes first, "left hand, right hand"
7. Have rest of class keep the beat using established pattern and sing, while small group demonstrate last 2 lines of song.
4. Guided learning - Class dance
1. Explain that now we are going to divide into groups to do the dance.  In a moment, you will line up at the door, and I will divide you into groups.  When you have your group, you may quietly find a spot in the room.  Then we will go through the dance as a group.  If your group is talking,  or not following directions, or disturbing other groups, I will ask you to sit down.
2. Have students line up like they are going to leave the classroom, give them stickers and divide them into groups of 4.  Tell each students to remember their number.
3. 1st/2nd line - Sticker hand in, what word do we switch directions on? Take! Sing first and second lines, stop.
4. Now we're going to practice putting our hands in (sticker hand first): 1st person, 2nd person, 3rd person, 4th person. Left hand, left hand, left hand, left hand
5. Now let's practice taking them out: Left hand, left hand, left hand, left hand, right hand, right hand, right hand, right hand
6. Now let's try it singing!  Repeat as accuracy and fun needs/will allow.
5. Integrated with Ms. Grgich - Multiplication
1. Ms. Grgich - Write different multiplication tables on the board and sing the song using different multiplication tables.
1. Keep the beat the first time using the new multiplication numbers, then try to do the dance while singing.
2. Ms. Grgich or Gerilyn sing a multiplication problem and children sing the answer one at a time.
1. Assess multiplication tables knowledge and pitch accuracy.

AS TIME ALLOWS:

1. Explain what an ostinato is - a rhythm that is repeated throughout the whole song.
1. Clap the rhythm and stop after "don't want your barley"
2. Let's clap the rhythm of don't want your barley several times in a row while we say it
3. Now can we clap the rhythm without saying the words out loud?
4. Now you keep clapping the ostinato while I sing the rest of the song.
5. Can you guys join me in singing the rest of the song?
6. Have some students keep the beat while others clap the ostinato.  Repeat with rhythm.
7. Have some students keep the beat while some clap the rhythm and some clap the ostinato.
2. Perform/Assess Performance
1. Teacher observation: listening to pitch and rhythm, watching students keep the beat.
2. Students raising hands and verbally answering multiplication tables, singing .

Reflection:

This lesson went very well!  The students were engaged and remembered the song and dance from when we had practiced it before.  But there were a couple new students in the class, so I was glad that I had planned to review the song and dance.  The students loved fitting new multiplication problems into the song.  I realized after the first time we changed the multiplication tables that some did not fit as well as others, so adding an extra word or syllable was necessary.  When I realized this, I decided to sing the multiplication tables for the students before we sang them all together as a class.  This was successful at helping the students confidently sing rather than stumbling over how to make the words fit the melody.  The students were able to successfully sing the melody and keep the beat while walking during the dance.   I was pleased with the co-teaching the occurred during this lesson, with Ms. Grgich guiding the students to add new multiplication tables to the piece.