Words and Music by Hap Palmer |

IntroductionWho knew math could be such fun! A colorful variety of musical styles make basic addition and subtraction facts easy to learn. These songs strike a balance between problem solving and memorization with an emphasis on developing mathematical thinking skills. The songs are organized sequentially in a progression of skills and problem solving strategies with the understanding that children have individual patterns and rates of internalizing these concepts. 1. Count Up, Count Down – Counting from 0 to 10, and 10 to 0 2. Naming Numbers – Counting from 0 to 20, and 20 to 0 3. One More, One Less – Adding and subtracting 1 4. Doubles Facts – Learning doubles facts 5. Add One To The Double – Using the doubles plus one strategy 6. Switcheroo – Understanding the commutative property 7. Skip Count – Skip counting by 2s, 5s, and 10s 8. Two More, Two Less – Adding and subtracting 2 9. Ways To Get To Ten – Learning combinations that equal 1010. Ten Plus – Adding single digit numbers to 1011. Make Nine Into Ten – Using ten plus facts to solve nine plus facts12. All Aboard To Add And Subtract – Understanding the relationship betweenaddition and subtraction 13. Counting By Twos With The Odd Numbers – Skip counting with odd numbers14. The Five Seven Twelve Family – Recognizing the 5, 7, 12 fact family and it's relation to the doubles fact 6 + 615. Five Ate Thirteen – A fun way to memorize the facts in the 5, 8, 13 familyThese songs are useful for a wide range of ages from pre-school to third grade. Start at the level of the students with whom you are working. For example, if a child already knows how to count from 0 to 20 and from 20 back down to 0, you can skip the first two songs and move to the doubles facts. When doubles facts are mastered, move to the concept of doubles plus one. Every song has an instrumental or no answers version to challenge the students and test their knowledge. Each song focuses on a mathematical skill or problem solving strategy. Emphasize that there is more that one strategy to solve any problem. The goal is that the child can provide a quick response and also explain or verify that the answer is correct. With this approach, students can come up with answers as fast as rote memorization and the facts stay with them longer. In fact, after employing a strategy many times, children often memorize the fact and no longer use the strategy. Having a way to figure out the basic facts, will help students memorize them (Rathmell). Many students suffer from math anxiety (Beilock and Ramirez). Music and Movement can reduce math anxiety. Getting the body in motion stimulates deeper breathing, which is an effective anecdote to anxiety. Many movement activities are included in this guide. Initially, some children may find zero confusing when it is the first addend in a fact,
By learning key strategies students can quickly answer most of these facts through reason and logic while developing a deeper understanding of mathematics. The strategies also help students memorize the basic single digit math facts. Studies show that students who have the basic facts memorized do better in college readiness exams (Ansari, Price et al.) (Sparks) It is helpful to add a visual component to the songs. Children learn better when they can both see and hear the information. A simple number line written on the board and a pointer is all you need for most of the songs. Point to and tap the numbers as they are named in the song. As children become familiar with the concepts and skills, they enjoy playing the role of the teacher and pointing to the numbers. You can also include movement activities and add kinesthetic sensory input. A variety of activities are suggested from finger and hand motions to full body vigorous motions that promote fitness and reduce math anxiety. Many of the suggested activities use number cards. These are easily made with permanent marker pen and cardboard. Plastic circular tops from a variety of food packaging also work well. They are very durable and easy to find. When you are working with large groups of children you can use "imaginary" number cards and have children visualize the number cards as they move. In this teaching guide, two or three possible activities are given for each song. These activities are suggestions. There are many more variations and possibilities awaiting your creative impulses.
1. Count Up, Count DownWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.comGoals:• Identify numbers and count from 0 to 10. • Count from 0 to 10 and back down from 10 to 0. • Understand the concept of "nothing" and recognizing '0' (zero) as its symbol. • Count to tell the number of objects up to 10. Lyric:We're doin' a count up We're doin' a count up We're doin' a count up from zero We know what we say And we say what we know And we know we can count up from zero 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Yay! We're doin' a count down We're doin' a count down We're doin' a count down to zero We know what we say And we say what we know And we know we can count down to zero 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0, Yay! Repeat All We count up, count down Up to 10 and back again Count up, count down! Activities:1. Write the numerals 0 through 10 on the board in a horizontal line from left to right. Encourage children to sing along as you point and tap the numbers. As children learn the numbers, let them point and tap. 2. Draw 10 large dots on the board or place 10 objects on a felt board (ducks, stars, balls, etc.) Number each object 1 through 10. Place the numeral '0' to the left with no object. Tap and count the 10 objects as each number is recited in the song. This activity reinforces the concept that zero represents nothing and helps children see the correspondence of numbers to concrete objects. Research shows that preschoolers' ability to count actual objects in order relates to higher math scores in first grade. (Manfra)
Note we are using the same pattern as the basic version; 3 groups of 3 numbers followed by a group of 2 numbers and cheering Yay! 2. Place the number 0 on the left side of the board and 10 on the right side of the board so there is a large space between. Have children estimate where the number '5' would go. Do the same with other numbers in the sequence. This will help children develop a "Mental Number Line" which helps them develop a better memory for numbers (Thompson, Siegler). You can do the same activity with the numbers 0 through 20. Ask, "where would 10 go? ... 5? ... 15? This is a fun way to set up a number line for the next song "Naming Numbers." Back to Titles2. Naming NumbersWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.comGoals:• Identify numbers and count from 0 to 20. • Count forwards from 0 to 20 and backwards from 20 to 0. • Understand the concept of "nothing" and recognizing '0' (zero) as its symbol. • Find the missing number when the music pauses. • Count to tell the number of objects up to 20. Lyric:Counting forwards, counting backwards, Naming numbers as we go Counting forwards, counting backwards, Naming numbers as we go 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Now we turn around and we head back down 'Til we make it all the way to zero 20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 Counting forwards, counting backwards, Naming numbers as we go What's missing? I wonder. Can you find the missing number? 0, 1, 2, __ 4, 5, 6, __ 8, 9, 10, __ 12, 13, __ 15, 16, __ 18, 19, __ Now we turn around and we head back down 'Til we make it all the way to zero 20, 19, __ 17, 16, __ 14, 13, __ 11, 10, 9, __ 7, 6, 5, __ 3, 2, 1, __ Counting forwards, counting backwards, Naming numbers as we go Activities:1. Write the numerals 0 through 20 on the board. Tap each number as it is named in the song. Children can see the progression moving forward as they count from zero to twenty and backward as they count from twenty to zero. 2. Draw 20 large dots on the board or place 20 objects on a felt board (ducks, stars, circles, etc.) Let the number zero go by, then tap and count the 20 objects as each number is recited in the song. This activity reinforces the concept that zero is nothing and helps children see the correspondence of numbers to concrete objects.
What's missing? I wonder. Can you find the missing number? Now we turn around and we head back down 2. Play the game "Lucky Number." Make a spinner with the numbers 0 through 20 in a circle on a piece of wood or thick cardboard. Attach an arrow that spins on a nail or tack in the center of the circle of numbers. At the end of the song everyone should be holding or standing by a number card. Spin the arrow and see who has the "Lucky Number." You can also do this activity with the song "Lucky Numbers" from the CD Goals:• Understand the words "more" and "less." • Add 1 by counting forward one. • Recognize an upward pattern as the answers increase in value. • Subtract 1 by counting back one. • Recognize a descending pattern as the answers decrease in value. Lyric:3 + 1 is one more than 3 3 + 1 is (bell) 44 + 1 is one more than 4 4 + 1 is (bell) 55 + 1 is (bell) 6, 6 + 1 (bell) is 77 + 1 is (bell) 8, 8 + 1 (bell) is 9One more, one less If you can count you can add and subtract Count forward to add and backwards to subtract 9 - 1 is one less than 9 9 - 1 is (bell) 88 - 1 is one less than 8 8 - 1 is (bell) 77 - 1 is (bell) 6, 6 - 1 is (bell) 55 - 1 is (bell) 4, 4 - 1 is (bell) 3One more, one less If you can count you can add and subtract Count forward to add and backwards to subtract Activity:Write the numerals 3, 4, 5, 6, 7, 8 and 9 on the board. Tap the answer to each addition and subtraction fact when the bell rings. As children learn the facts, they call out the answer. They can also hold up fingers to indicate the answers. Movement Activity:Fox and Rabbits - Outline a large circle on the floor with chalk or a long rope. Nine children pretend to be rabbits and one child pretends to be a fox. To start, three rabbits jump about inside the circle. Five rabbits and the fox stand outside the circle. Each time the bell rings, one more rabbit jumps inside the circle. (The teacher may want to ring a bell to reinforce the bell sound in the recording) The first verse ends with 9 rabbits inside the circle. In the second verse, each time the bell rings, the fox jumps inside the circle and taps one rabbit then jumps outside the circle with the rabbit. At the end of the second verse, only 3 rabbits are left inside the circle. Optionally, this can become a game of tag where the rabbits dart about and try to be one of the 3 rabbits remaining in the circle. Follow Up Activities:1. When children have learned the adding one facts, they can call out the answers with the no answers version (#18) 2. Write each addition and subtraction fact on a small card. Put the cards in a box and shake them up. Draw the cards out one by one and have the students answer the facts in a random order. Back to Titles4. Doubles FactsWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.com
Doubles On The Line – Place number cards for the even numbers 2 through 18 in order, end to end, on the floor. Children work in pairs standing on either side of the number line. They hold up fingers to represent the addends as together jump to each doubles fact answer. Goals:• Review the doubles facts. • Learn to use the doubles plus one strategy. • Understand how you can go from what you know to what you don't know. • Introduce the strategy of doubles plus two. (See follow up activity.) Lyric:Add one to the double you know That's the easy way to go You'll know a whole lot more than you did before By adding one to the double you know 2 + 2 is 4, 2 + 3 is just one more, 2 + 3 is 5 3 + 3 is 6, 3 + 4 is just one more, 3 + 4 is 7 Because 4 + 4 is 8, we know 4 + 5 is 9, Because 5 + 5 is 10, we know 5 + 6 is 11 You don't have to use our fingers Hesitate or linger Doubles help you calculate At an ever faster rate 2 + 2 is 4, 2 + 3 is one more, 2 + 3 is 5 3 + 3 is 6, 3 + 4 is one more, 3 + 4 is 7 4 + 4 is 8, 4 + 5 is one more, 4 + 5 is 9 5 + 5 is 10, 5 + 6 is one more, 5 + 6 is 11 Once you get them in your brain Doubles facts will help explain How you get from what you know To what you do not know 6 + 6 is 12, 6 + 7 is 13 7 + 7 is 14, 7 + 8 is 15 Because 8 + 8 is 16, we know 8 + 9 is 17, Because 9 + 9 is 18, we know 9 + 10 is 19 Add one to the double you know That's the easy way to go You'll know a whole lot more than you did before By adding one to the double you know Activity:Place the numbers 4 through 19 on the board 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19. Sing and tap the answer to each fact. Movement Activity:Lay the number cards 4 through 19 end to end in a line on the floor. The student stands by the sum of each doubles fact, then jumps forward one card to land by the sum of the doubles fact plus one. Students can also share the number line and work in pairs. One student stands on each side of the number line. As students learn the song, they can both sing along and move to the answers. Follow Up Activities:1. Students call out the answers to each doubles fact and each doubles plus one fact using the no answers version (#20). 2. Try the strategy of doubles plus two. Use the same approach of starting from a doubles fact. For example, students can chant or sing: 3. Try the strategy of doubles minus one. Use the same approach of starting from a doubles fact. For example, students can chant or sing: Back to Titles6. SwitcherooWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.com Goals:• Understand the meaning of the words "addend" and "sum." • Recognize that when you switch the order of the addends, the sum remains the same (commutative property.) • Learn that when you add zero to a number, the number stays the same. • Use fingers to show addition facts with addends from 0 to 5. • Review basic addition facts: 2 + 3, 3 + 2, 4 + 0, 0 + 4, 1 + 4, 4 + 1, 2 + 5, 5 + 2, 4 + 5, 5 + 4, 3 + 4, 4 + 3, 4 + 2, 2 + 4, 3 + 5, 5 + 3. Lyric:2 + 3, 3 + 2 either way you say it the sum is 5 4 + 0, 0 + 4 either way you say it the sum is 4 Switchin' those addends is a cinch to do You can change the order with a switcheroo 1 + 4, 4 + 1 either way you say it the sum is 5 2 + 5, 5 + 2 either way you say it the sum is 7 Switcharoo, Switcheroo, Switchin' those addends is a cinch to do 4 + 5, 5 + 4 either way you say it the sum is 9 3 + 4, 4 + 3 either way you say it the sum is 7 Switchin' those addends is a cinch to do You can change the order with a switcheroo 4 + 2, 2 + 4 either way you say it the sum is 6 3 + 5, 5 + 3 either way you say it the sum is 8 Switcheroo, Switcheroo, Switchin' those addends is a cinch to do Activities: - Show the first addend with the left hand and the second addend with the right hand. Cross hands to show the addends reversed.Finger Game For an extra challenge, combine the above two activities! Goals:• Count by twos to twenty. • Count by fives to fifty. • Count by tens to a hundred. • Clap in sets of two, five and ten. Lyric:Skip count in steps of two Count by twos to twenty You'll get to twenty twice as quickly When you count by twos 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Super speed! 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Instrumental (clap in sets of 2)Skip count in steps of five Count by fives to fifty You'll get to fifty oh so quickly When you count by fives 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 Super speed! 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 Instrumental (clap in sets of 5)Skip count in steps of ten Count by tens to a hundred In ten steps you'll reach a hundred When you count by tens 0, 20, 30, 40, 50, 60, 70, 80, 90, 100 Super speed! 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 Instrumental (clap in sets of 10)Activity:Students count by twos to twenty. In the instrumental interlude that follows, they clap in sets of two. In the second verse they count by fives to fifty and clap in sets of five. In the third verse they count by tens to a hundred and clap in sets of ten. Movement Activity:Participants do the following sequence as they sing, chant and count:
Repeat the above sequence skip counting in 5s and 10s. When the sequence is learned, participants can step and jump while moving in a circle and do this activity in the style of a folk dance. Back to Titles8. Two More, Two LessWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.com Goals:• Understand the words "more" and "less." • Add 2 by counting forward 2 from the larger number. • Subtract 2 by counting back 2. Lyric:3 + 2 is 2 more than 3 3 + 2 is (bell) 54 + 2 is 2 more than 4 4 + 2 is (bell) 65 + 2 is (bell) 7, 6 + 2 (bell) is 87 + 2 is (bell) 9, 8 + 2 (bell) is 10Two more, two less If you can count you can add and subtract Count forward to add and backwards to subtract 10 - 2 is 2 less than 10 10 - 2 is (bell) 89 - 2 is 2 less than 9 9 - 2 is (bell) 78 - 2 is (bell) 6, 7 - 2 is (bell) 56 - 2 is (bell) 4, 5 - 2 is (bell) 3Two more, two less If you can count you can add and subtract Count forward to add and backwards to subtract Activity:Write the numerals 3, 4, 5, 6, 7, 8, 9, and 10 on the board. Tap the number line two times in rhythm with the music after each addition problem. Move up (or back) one step with each tap to arrive at the answer. Have the children call out each answer. Movement Activity:The children stand in an open area facing the numbers on the board. The teacher repeats the activity described above. As the numbers are tapped, the children take two small jumps forward then call out the answer. For example, after "3 plus 2 is _" the children take two small jumps forward and call out the answer, "5". To subtract, the children take two jumps backward and call out the answer.Follow Up Activities:1. Have children call out the answers with the no answers version (#23). 2. Write each addition and subtraction fact on a small card. Put the cards in a box and shake them up. Draw the cards out one by one and ask the students to answer the facts in a random order. Goals:• Learn single digit addition combinations that equal ten: 1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5, 6 + 4, 7 + 3, 8 + 2, 9 + 1 • Use rhyming words to help in memorizing these combinations. • Recognize a pattern of how the first addend increases in steps of one as the second addend decreases in steps of one. • Mix the combinations up in a random order. (See follow up activity.) Lyric:Let's find some ways we can get to ten Again and again 1 + 9 works just fine 2 + 8 there's no debate 3 + 7 has always been One more way we can get to 10 4 + 6 fits the mix 5 + 5 and we'll arrive 6 + 4 we all adore 'Cause it's one more way we can get to 10 7 + 3 works perfectly 8 + 2 will surely do 9 + 1 gets it done And it's one more way we can get to 10 1 + (Bell) __ works just fine2 + (Bell) __ there's no debate3 + (Bell) __ has always beenOne more way we can get to 10 4 + (Bell) __ fits the mix5 + (Bell) __ and we'll arrive6 + (Bell) __ we all adore'Cause it's one more way we can get to 10 7 + (Bell) __ works perfectly8 + (Bell) __ will surely do9 + (Bell) __ gets it doneAnd it's one more way we can get to 10 And we can get to 10 again and again Activity:Place two vertical columns of numerals from 1 through 9 on the board. Point and tap each combination of numbers as they are named in the song. Viewers will see the pattern of how you move down the first column and up the second column. Children work in pairs and tap the numbers. One child taps the first addend in the left column, and the other taps the second addend in the right column. Movement Activities: (Deconstructing Ten) Grouping ObjectsMaterials: 10 objects, (buttons, container tops, bean bags, etc.) and two hoops. The participants work with a partner. The partners sit side by side with 2 hoops (optional) in front. Ask, "Can you and your partner find a way to group the objects so you can quickly see there are 10 without having to count each item?" (Example: 2 groups of 5. Have children describe their arrangement) The players pass objects from R to L until there are 10 on the L. (Try this activity first without the music. Recite the following lyric) 1 + 9 works just fine 4 + 6 fits the mix 7 + 3 works perfectly Ask, "Can you think of another addition combination that equals ten?" (10 + 0) At the end of the third verse, with the words, "And it's one more way we can get to ten" the tenth and final object is passed. Now all 10 objects are on the left. The participants quickly move to the other side of the hoops and face the opposite direction so that the 10 objects are on the R and do the activity again. Explain, "this time there will be a slight delay before you hear the answer. See if you can say the answer in the pause."
At the end of the third verse, the words, "And it's one more way we can get to ten"are the signal to throw the tenth and final bean bag. After a short instrumental section, the song is repeated and the players reverse roles. This activity shows all the combinations that make 10 in a concrete way. Follow Up Activities:1. Have students name the missing addend that will make a sum of ten using the no answers version (#24). 2. Include the concept of nothing or zero in combinations that make 10. Ask students: 3. Write the numerals 0 through 10 each on a separate small card. Put the cards in a box and shake them up. Draw the cards out in a random order and have students name the missing addend that makes a sum of ten. Goals:• Learn the ten plus facts and solve problems that have 10 as an addend. • Interpret quantities from 11 to 19 as a group of 10, plus another group. (Example: 17 would be a group of 10 and a group of 7.) Lyric:Ten plus is just a must A powerful tool that you can trust Ten plus can be your friend For adding sums of more than 10 10 + 1 is 11, 10 + 2 is 12 10 + 3 is 13, 10 + 4 is 14 10 + 5 is 15, 10 + 6 is 16 Repeat Verse 1 10 + 7 is 17, 10 + 8 is 18 10 + 9 is 19, 10 + 10 is 20 Repeat Verse 1 Now let's review in super speed From ten plus one to ten plus ten 10 + 1 is 11, 10 + 2 is 12 10 + 3 is 13, 10 + 4 is 14 10 + 5 is 15, 10 + 6 is 16 10 + 7 is 17, 10 + 8 is 18 10 + 9 is 19, 10 + 10 is 20 Activity:Write the numerals 10 through 20 on the board. Point to each answer as it is named in the song. Have students hold up fingers to represent the number that is being added to 10 and call out the answer. Movement Activity: – Place the number cards 10 through 20, end to end, in a line on the floor. With larger groups, players can share each number line and work together in pairs. One person stands on either side of the number line starting by the number 10. As each fact is named, they run to the sum. They quickly return to the ten card and repeat the sequence for each fact. The distance traveled will be farther for each fact creating a fun challenge that develops math skills, agility, and physical fitness. When the facts are chanted Ten Plus Agility Run"super speed" players can just step to each answer without running back to10 each time. Follow Up Activities:1. Have children call out the answers using the no answer version (#25) 2. Write the numerals 11 through 20 on the board. Point to each number in a random order and ask students, "What number could you add to 10 to make this sum?" Back to Titles11. Make the Nine Into TenWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.comGoals:• Show how 10+ facts can help answer 9+ facts. • Learn the addition facts 9 + 5, 9 + 6, 9 + 7, and 9 + 8. • Show how you can use facts you know to answer facts you don't know. Lyric:To add 9 + 5, think 10 + 5 10 + 5 is 15 Now all you need to do is subtract 1 9 + 5 is 14 To add 9 + 6, think 10 + 6 10 + 6 is 16 Now all you need do is subtract 1 9 + 6 is 15 Chorus: You make the 9 into 10 And adding is easy to do Just add the other number and take away one And the answer is there for you To add 9 + 7, think 10 + 7 10 + 7 is 17 Now all you need do is subtract 1 9 + 7 is 16 To add 9 + 8, think 10 + 8 10 + 8 is 18 Now all you need do is subtract 1 9 + 8 is 17 Repeat Chorus You make 9 into 10 You make 9 into 10 Activity:Place the numbers 14, 15, 16, 17, and 18 on the board. These are the sums of all the addition facts included in this song. Tap each answer as it is named in the song. Children can see the pattern of subtracting one from the total of the 10+ sum to arrive at the 9+ sum. For example, if 10 + 5 = 15, subtracting 1 from 15 gives the answer to 9 + 5 … 9 + 5 = 14. Movement Activity: Place the number cards 14 through 18, end to end, on the floor. Children run to the sum of the 10+ fact then jump back one card to show the sum of the 9+ fact. During the chorus, children hold up 9 fingers, then 10 fingers, and dance around the numbers. Follow Up Activities:1. Have children call out the answers using the no answers version (#26) 2. Find other 9+ facts with which you can use the "Make Nine Into Ten" strategy. Examples: 9 + 2, 9 + 3, 9 + 11, 9 + 12, 90 + 40, 90 + 50, etc. Back to Titles12. All Aboard To Add and SubtractWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.comGoals:• Understand the relationship between addition and subtraction. • Recognize the number bond showing that 9 is the whole and 6 and 3 are the parts. • Recognize the number bond showing that 12 is the whole and 8 and 4 are the parts. • Learn the addition and subtraction facts in the 3, 6, 9 family, and the 4, 8, 12 family. Lyric:Let's take a trip that travels on a triangle track We'll take it to the top, turn around and come back Your ticket has 3 numbers are you ready and packed? Toot, toot, all aboard, to add and subtractLet's take the 3, 6, 9 line, here we go! 3 + 6 is 9, 9 - 6 is 3, 3 + 6 is 9, 9 - 6 is 3 Go the other way! 6 + 3 is 9, 9 - 3 is 6 6 + 3 is 9, 9 - 3 is 6 Let's take a trip that travels on a triangle track We'll take it to the top, turn around and come back Let's take the 4, 8, 12 line, here we go! 4 + 8 is 12, 12 - 8 is 4 4 + 8 is 12, 12 - 8 is 4 Go the other way! 8 + 4 is 12, 12 - 4 is 8 8 + 4 is 12, 12 - 4 is 8 Whenever you get ready to add and subtract Just take a little trip on a triangle track Get your ticket with three numbers; get ready and packed Toot, toot, all aboard, to add and subtractActivity:Place the numerals 3, 6, 9 and 4, 8, 12 on the board in triangles. Point to each number as it is named in the song. Movement Activity:Repeat the above activity with students standing in an open area facing the board. Each person imagines they are standing behind the numbers 3, 6, and 9 placed in a small triangle just like they see on the board. Note: If the group is small, you can provide three number cards for each player. Back to Titles13. Countin' By Twos With Odd NumbersWords and Music: Hap Palmer©Hap-Pal Music / www.happalmer.comGoals:• Understand the meaning of "even" and "odd" numbers. • Skip count by twos with odd numbers from 1 to 23. • Recognize how this ability makes adding and subtracting 2 easier. Lyric:1, 3, 5, 7, 9 Ladybugs hidin' in a pumpkin vine 11, 13, 15, 17 Jelly beans jumpin' on a trampoline 19, 21, 23 Katydids singin' in a sycamore tree We're countin' by twos with the odd numbers Skipping right over the even numbers Startin' at one, havin' some fun Countin' by twos with the odd numbers 1, 3, 5, 7, 9 Ladybugs hidin' in a pumpkin vine 11, 13, 15, 17 Jelly beans jumpin' on a trampoline 19, 21, 23 Katydids singin' in a sycamore tree 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23 We're countin' by twos with the odd numbers! Activity:Write the numerals 1 through 23 on the board. Tap the odd numbers and skip over the even numbers. Movement Activity:Place the number cards for the odd numbers 1 through 23 end to end in a line on the floor. Participants start on either side of the number line standing by the 1 card and receive Go to the numbers 5, 7, and 12 in a triangle shape and tap each number as it is named in the song. . subtrahend• Review the commutative principle by seeing that changing the order of the addends does not change the sum. Lyric:Chorus: Five ate thirteen tangerines Five ate thirteen fresh sardines Whenever you see 5 + 8 Think: Five ate thirteen When you hear the problem You'll know the answer 5 + 8 is (bell)... 13 Turn around the addends You'll know the answer 8 + 5 is (bell)... 13 Repeat Chorus You can do subtraction You'll know the answer 13 - 5 is (bell)... 8Make the 8 the subtrahend You'll know the answer 13 - 8 is (bell)... 5Repeat Chorus Whenever you see 5 + 8 Think: Five ate thirteen, yum, yum, Five ate thirteen! Activity:Place the numerals 5, 8, and 13 in a triangle on the board. Tap each number as it is named. Students sing along with the chorus and call out the answer to each problem when the bell rings. Movement Activity:Write the numbers 5, 8, and 13 on the board in a triangle shape as in the above activity. Each student imagines the numbers 5, 8, and 13 in a small triangle on the floor. Students jump in a triangle shape as they watch the numbers being tapped on the board. (If the group is not large you can use sets of number cards 5, 8, and 13 for each person. Students jump and land near each number as it is named in the song.)
Jump to 5 and 8. When the bell rings jump to 13 then call out the answer. Turn around the addendsYou'll know the answer 8 + 5 is (bell)... 13 Jump to 8 and 5. When the bell rings jump to 13 then call out the answer.
Jump to 13 and 5. When the bell rings jump to 8 then call out the answer. Make the 8 the subtrahendYou'll know the answer 13 - 8 is (bell)... 5 Jump to 13 and 8. When the bell rings jump to 5 then call out the answer. Once students learn the sequence they can add their own motions and create a
Follow Up Activity:
Thompson, Clarissa A. and Robert S. Siegler. "Child's 'Mental Number Line' Affects Memory for Numbers. Psychological Science, Journal of the Association for Psychological Science. September 12, 2010Saskatoon Public Schools. Mental Math Strategies. Online Learning Centre Resource. http://olc.spsd.sk.ca/de/math1-3/p-mentalmath.html. 2005.Wei Sun, Wei and Joanne Zhang "Teaching Addition and Subtraction Facts: A Chinese Perspective" NCTM Journal, Teaching Children Mathematics. September 2001. Back to Titles
Mastering Engineer: Ruairi O'FlahertyRecorded at: Robert Irving StudioDesigner Illustrator: Carole Schumacher OnaitisGuide Book Layout: Stan OnaitisGuidebook Editor: Paula Benjamin LittleAll songs written and performed by Hap Palmer Teaching Guide for Count, Add, Subtract! by Hap Palmer Consultants Kevin North Wendy Young Reagan Tunstall Kelly Schulze Betsy Stane Jane Brolsma Linda Chapman Vickie Prater
Boogie Down And Cruise – CD: Can A Jumbo Jet Sing The Alphabet? Can Cockatoos Count By Twos? – CD: Can Cockatoos Count By Twos? Five Pennies Make A Nickel – CD: Two Little Sounds Follow Along – CD One Little Sound Numbers Can Tell About You – CD: Can Cockatoos Count By Twos? One, Two, Buckle My Shoe – CD: Early Childhood Classics On The Count of Five – CD: Sally The Swinging Snake Saliendo a la ciudad (Going Out On The Town) – CD: Divirtámonos aprendiendo Stepping Out On The Town – CD: Can A Cherry Pie Wave Goodbye? Take Me Out To The Ball Game – CD: Can A Jumbo Jet Sing The Alphabet? Ten Wiggle Worms – CD: So Big Ten Wiggle Worms II – CD: So Big The Number March – CD: Learning Basic Skills - Volume I Thirty Second Challenge – CD: Can Cockatoos Count By Twos? We Discover Number Patterns – CD: Two Little Sounds Bean Bag Shake – CD: Rhythms On Parade
Adding Sets – CD: Math Readiness Do You Know – CD: Math Readiness How Many Are Here? (Addition) – CD: One Little Sound How Many Are Here? (Addition and Subtraction) – CD: Two Little Sounds Tall Tremendous Tens And Wee Wonderful Ones – CD: Two Little Sounds Tap Out The Answer – CD: Learning Basic Skills – Volume 5 Ten Monkeys In A Tree – CD: Two Little Sounds
No part of these lyrics, activities, illustrations or photographs may be reproduced or transmitted in any form or by any means without permission from the publisher. |