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Music
First Quarter-Module 4
Rhythmic patterns in
time signatures of
and

MAPEH (MUSIC)– Grade Six

Alternative Delivery Mode
First Quarter – Module 4:
Creates Rhythmic patterns in time signatures ( )

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

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Writer: Rosary Mercury P. Gacosta

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Office Address: Osmeña Avenue, Poblacion, Guihulngan City,

Negros Oriental, Philippines, 6214
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Music
First Quarter-Module 4
Rhythmic patterns in time

signatures of and
Introduction

This module, MUSIC for grade 6 covers the development of our learner’s skill to create
rhythmic patterns in 2/4, 3/4, 4/4 and 6/8 time signatures in Music as designed in the
Most Essential learning Competency ( MELC) for the particular quarter specifically in the first
quarter.

Creating something new is a fulfilling experience. It can give you a sense of achievement.
Especially if what you created is useful to other people or makes them happy.
In this lesson you will learn how to create rhythmic patterns and use them in making your
own simple song. You will use your knowledge of the kinds of notes and rest as you create
the rhythmic patterns.

Most of the topics here are so simplified and illustrated in easy musical terms that they are
easy to understand. Simple exercises and drill/review and sample lessons are also
incorporated.

As they go through the activities, it is hoped that they will find pleasure and enjoyment as
they express themselves in music experiences.
This module has parts and icons that you need to know.

What I Need to Know In this part, you will be able to know the
things that you will learn in this module.
What I Know This is a test given to you to check how far
you know about the lesson to take. If you
get 100%, skip the module, if 50% - 99%
proceed with module
This connects the current lesson with the
What’s In previously learned lesson through review
test or exercises.

This introduces the new lesson through a

What’s New story, a poem, song, situation, or an
activity.
Discussion of the activity that will help you
What is It discover and understand the concept that
lead to formative assessment.
Guided and independent activities that will
What’s More enforce the lesson learned will be
presented in this part.
 It contains questions or fill in the blanks
What I Have Learned sentence / paragraph to process what you
have learned from the lesson.

What I Can Do An activity will be given that shall transfer

your skills, knowledge gained or learned
into real – life situations.

Assessment This evaluates the level of mastery in

achieving the learning objectives.

In this part, you will be given an activity to

reinforce learning.

Additional Activities

Answer Key It contains all the correct answers in the

activities of this module.

To get the most out of this module, please be reminded of the following instructions:
1. Several learners will be using this module, so please handle this with care and do all
your work in separate sheets of paper in answering questions.
2. Read and carefully understand the instruction before answering any activity.
3. “Honesty is the Best Policy.” So, answer activity with honesty.
4. Answer the Pre-Assessment first before working on the activities. Then, perform and
answer all the activities before going to the next page.
5. As you work on the exercises, try to relate them to the objectives of this module. What
skill or strategy does the activity develop?
6. Go over the Answer Key at the back portion and pay attention to the items you missed
after each activity. Learn from your mistakes.
7. After working on all activities, take the Post Assessment then, return this module
afterwards.

If you find it hard to answer the activities, do not hesitate to ask assistance from
your teacher, parents, guardians, or anybody from your household who can assist you
to perform/answer the activities. Always bear in mind that you are not alone.
We are hoping that this module can help you learn and have a deep understanding
on the lesson. You can do it!

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 What I need to Know

In the content standards, learner illustrates the concept of

rhythm by applying notes and rest, rhythmic patterns, and time signatures for
appropriate mastery and acquisition of skills.

In the performance standards, learner creates rhythmic patterns using half,

quarter eighth and sixteenth notes and rests, in 2/4, 3/4, 4/4 and 6/8 time signatures
and responds to beats in music heard with appropriate conducting patterns of
2/4, ¾, 4/4 and 6/8

After going through this module, you are expected to:

1. Create rhythmic patterns in time signatures of 2/4, ¾, 4/4 and 6/8.

What I Know
Rhythm in music can be divided into groups which is called
meters. The word meter comes from the Greek word metron, which
means “measure” If the notes are group by twos, threes or fours,
each grouping of the notes is called a measure.
You learned in your previous grade that Time signature is written at the
beginning of the measure to indicate the grouping of notes. A Time
Signature looks like a fraction – having two numbers with one on top
of the other but without the fraction line or slash separating the two
numbers. See the illustration that follows.
Time Signature
This number tells how many beats are in each measure.
(In
this
case

there are two beats per measure)

This number tells what kind of note receives one beat.

(In this case, a quarter note gets one
beat)
Meter in music can be divided by twos, which is called the
duple meter, by threes known as triple meter and by fours, which is
called a quadruple meter. An accent ( > ) is placed on top of a note
to signify a strong beat.
 Study the following beat patterns. Clap the patterns and give the accented
beat a strong beat by clapping them loudly.

1
Duple Meter

> > >

1 2 1 2 1 2

Triple Meter

> > >

1 2 3 1 2 3 1 2 3

Quadruple Meter

> > >

1 2 3 4 1 2 3 4 1 2 3 4
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Listen to your teacher sing the song, “Magtanim ay di biro.” Listen to the beat
patterns of the song as your teacher claps them. Watch how your teacher performs
the beat patterns and give emphasis to the strong beat.

Time Signatures
The time signature tells you how the music is to be counted. The time signature is written at
the beginning of the staff which indicates the number of beats in every measure and the kind
of note that receives one beat. Time signatures consist of two numbers written like a fraction.

a. 2/4 = two beats per measure; the unit of measurement is a quarter note, which
gets one beat.

b. 3/4 = three beats per measure; the unit of measurement is a quarter note, which
gets one beat.

c. 4/4 = four beats per measure; the unit of measurement is a quarter note, which
gets one beat.

d. 6/8 = conducted in "2" but the unit of measurement is an eighth note, which gets
one beat.
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 What’s In

Listen as your teacher claps the rhythmic pattern. Identify the meter
of each rhythmic pattern. Write your answer on the line.

1.

2.

_ _

3.

4.
 _

5.

______________________________________________________
Do the following:
1. Tap the rhythm.
2. Given the indicated time signature, clap /tap according to
the value of each note in each measure.

What’s New
 Determine the meter of the following beat patterns

1. _________ ________________ 2. _

3. _________ ________________ 4. _________ ________________

What is It

A rhythmic pattern is the combination of notes and rest with long and short
durations or different time values. These combinations of notes and rest are formed
into measures which are divided by bar lines.
A bar line is a line that divides a group of notes into measures.

bar line

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Look at each of rhythmic pattern below. See how the patterns are formed.
Count the notes by clapping. Follow the numbers.

What’s More
Listen to your teacher sing the song “Atin Cu Pung Singsing.” Then listen
again to him or her as he or she claps and counts the rhythmic patterns.

What I Have Learned

Complete the following rhythmic patterns. Make sure to follow the correct
number of beats per measure.
 What I Can Do

Assessment
The teacher shows the rhythmic patterns and asks the learners to clap them.

Additional Activities
Do the following:
1. Clap the rhythm.
2. Tap the beat.
3. Conduct the pattern.
4. Sing the melodies.

Identify what part of the beat the first measure started. (1st, 2nd, or 3rd).
 9

2nd

3rd

Create your own rhythmic pattern using the different kinds of notes and rest
in 2 3 4 and 6-time signatures.
4 4 4 8

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ANSWER KEY:

What I know? Clapping

Whats in?
1. 4/4
2. 2/2
3. 3/3
4. 4/4
5. 3/3

Whats new?
A. Triple
B. Triple
C. Duple
D. Duple

Song Analysis: ( Ang Saya-Saya)

1. Identify the meter, time signature, key and

the first note of the song.
(Ans. Triple, , G Major, re)
2. How many phrases are there in the song?
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What I have learned?
Draw/Fill in desired notes to complete the given beats
in a measure.
1. Four beats
2. Three beats
3. Two beats
References

Marissa C. Pascual et.al., “Enjoying Life through MAPEH 6” (Phoenix Publishing

House, 2016), 210-211.

Pascual, M., Reyes, I., Garcia, M., & Artuz, M. (2016).

Enjoying Life Through Music, Arts, Physical Education, and Health. Phoenix

Publishing House Inc.

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For inquiries or feedback, please write or call:

Department of Education – Region VII, Central Visayas

Division of Guihulngan City

Osmeña Ave., Poblacion, Guihulngan City

Telefax: (035) 410 -4069 / (035) 410 -4006

Email Address: guihulngan.city@deped.gov.ph