Skip counting songs

We found it was a great way to learn to multiply and divide. We have a tape, but it's really not necessary.

You use both hands when singing the songs. So those very tactile, visual, auditory learners have great success with this method (Although as the sounds and facts became better known, the fingers were not used as often- or just sort of tap gently on the leg in a discreet manner ;-) ) However, I have to admit that I still use the "Dozen's song to count by twelve's. (and use my fingers, too)

Each set of multiplication facts have a different song. We didn't add a new song until we had the prior one down very well. Then each time we'd sing one song, we'd sing all the others before it as well. It kept us from forgetting any of the facts already learned.

Put up a finger for each number, adding a finger with each new number. Make sure you always start with both hands in fists and make sure you always add fingers in the same way. So the student knows immediately from looking at his hands where he is. The same songs work for multiplication and division.

Kate put the words to melodies that she was enjoying at the time.

We had no song for ones....since they are just counting...but do that and show how to pop up one finger at a time when you say the new number.

i.e.

"1" (put up one finger)

"2" (put up another finger, too)

"3" ( add another finger, keeping the first two up, etc) all the way to 10 with all ten fingers out of the fist. This same method is used with each of the songs.

Kate knew those already so she just said them, but called them doubles

3's (first song we figured out) sung to the tune of "Mary Had a Little Lamb".

"three, six, nine, twelve, fi-ifteen, eeeighteen, twen-ty-one (that should take you through the melody line for "Mary had a little lamb, little lamb little lamb")

twenty-four and twenty se-ven

all the way to 30."

(The first 3 is said where you would say "Ma", the 6 is sung where you would normally sing "ry". 9 is sung where you would normally sing the word had" etc.)

4's sung to Old MacDonald make it fit the rhythm of the tune

"4, 8, 12, 16,

20, 24,

28 and 32,

36 and 40"

5's she knew....no song, just practiced them rhythmically

6's she was dreading this one so I made it up for her. sung to "Ding Dong the Witch is Dead" from Wizard of Oz

"Sixes are not so hard!, yes they are! (Kate sung that line) No, they're not! (I sung that line) Sixes are not so are to do. 6, 12 and 18, 24, 30, 36 and 42 ooo,

48 (shout that number) 54 (whisper that one) 60 and that is all, 60 is at the end and now you are through with them so ....sixes are not so hard, Yes, they are, no they're not. Sixes are not......."

that melody repeats itself so we would end up singing it over and over and over...it became a favorite game of ours

7's sung to the tune of "Bingo" (there was a farmer had a dog and Bingo was his name O )

"7, 14, 21, 28 and 35.

42, 49, 56 and 63.

70 (clap, clap, clap)

70 (clap, clap, clap)

70, (clap, clap, clap) and 7's is the game-o!"

8's sung to "Take Me Out to the Ball Game"

"8, 16, 24,

32, and 40

48, and 56

64 and 72 and its 80, 80, 80. 8's the name of the game, for it's 2, 4,6 8 at the old 8 game"

9's sung to "We're Off to See the Wizard"

"9, 18, 27 and 36

45 and 54

63 and 72,

81 and 90

and that is all!"

10's she knew so we said them with fingers added just for reinforcement

11's once again only said, but using fingers

12's sung to "I Feel Pretty" from the musical South Pacific, I think.

"I like dozens, many dozens. I like 12, 24, 36.

48, and from 60 I will then go on.

72, 84, 96, 108, one-twenty.

One hundred thirty-two, one hundred forty-four"

For division you use the same songs, but, Kate identifies the "number in the box" (what you are dividing) and knows it is her "stop number" then she knows to sing the song that is the number in front of the box. She then counts the fingers she has up when she got to the "stop number" and that's her answer.

When multiplying she knew she had a choice of two songs....and I let her always choose which one she'd sing to get her answer.

Well that's it One reason it worked well, I think is because it took us several different melodies for each one til we found a sound that would work our for that number group. By the time we found a song that would work out, we both knew the skip counting well! Let me know if you have questions and need more explanation. We made up lots of songs for lots of things, like article adjectives, etc. The secret is making sure you don't add a new song til the preceding one is pretty well firm in their minds. We also would vary speed and volume in the songs...anything to make the number stick in your mind.

MK

At one point we had a tape for them, that you could use to sing along….let us know if it would be helpful

Mdo651@airmail.net