Addition Pokey (“Totally Math” CD)
Put 1 finger in. (Hold up finger on right hand.)
Put 1 finger more. (Hold up 1 finger on left hand.)
Shake them altogether (Roll around.)
And then lay them on the floor. (Place on floor or table.)
Add them both together, (Bring hands together.)
And you don’t want to stall.
Now you have 2 in all.
2 fingers…3 fingers…4 fingers…5 fingers
*Do “Addition Pokey” with other facts.
Hi Ho - Adding We Will Go (Tune: “The Farmer in the Dell”)
1 plus 1 equals 2 (Hold up fingers as you sing.)
1 plus 1 equals 2
Hi, ho, adding we’ll go. (Roll hands around.)
1 plus 1 equals 2
Hands Up Math
Trace around the children's fingers and cut out. Glue the palms to a sheet of paper. Do not glue the fingers because you want to be able to move them up and down to demonstrate addition and subtraction.
Hint! You might want to make this with one hand for the younger children.
Money Musical Chairs
Place chairs in a circle and put a coin on each chair. Play some music for the children to march around. When the music stops the children have to identify the coin by where they are standing.
Sing and skip
Count by 2’s to “Twinkle Little Star.”
Practice counting by 3’s to “Are You Sleeping?”
4’s “Row Your Boat”
5’s “The Bear Went over the Mountain”
6’s “London Bridge”
7’s “Ten Little Indians”
8’s “This Old Man”
Place chairs in a circle and put a coin on each chair. Play some music for the children to march around. When the music stops the children have to identify the coin by where they are standing.
Sing and skip
Count by 2’s to “Twinkle Little Star.”
Practice counting by 3’s to “Are You Sleeping?”
4’s “Row Your Boat”
5’s “The Bear Went over the Mountain”
6’s “London Bridge”
7’s “Ten Little Indians”
8’s “This Old Man”
Tens and Ones (Ginger McCormick)
(Cadence – Children repeat each line.)
I don’t know but I’ve been told. (Repeat)
Tens are tall and ones are small.
First you count up all the tens.
Then add the ones to the end.
*Pick students to be tens and stand tall. Pick students to be ones and sit criss-cross in front of the tens. Count the tall students by tens. Count the students sitting on the floor by one.
Doubles Don’t Give Me Trouble (Sarah Jackson)
(Tune: “I’ve Been Working on the Railroad”)
1 + 1= 2, 2 + 2 = 4, 3 + 3 = 6, 4 + 4 = 8, 5 + 5 = 10, 6 + 6 = 12
Now I know my doubles,
Tally Song
Teach children this “hands” on song about tally marks to the tune of “Little Red Wagon.”
Put down a tally mark in a row. (Open palm and put down index . finger.)
Put down a tally mark in a row. (Put down middle finger.)
Tally, tally in a row, (Put down ring and pinky fingers.)
Fifth one goes across. (Put thumb across.)
*Use pretzel sticks to sing and tally.
(Cadence – Children repeat each line.)
I don’t know but I’ve been told. (Repeat)
Tens are tall and ones are small.
First you count up all the tens.
Then add the ones to the end.
*Pick students to be tens and stand tall. Pick students to be ones and sit criss-cross in front of the tens. Count the tall students by tens. Count the students sitting on the floor by one.
Doubles Don’t Give Me Trouble (Sarah Jackson)
(Tune: “I’ve Been Working on the Railroad”)
1 + 1= 2, 2 + 2 = 4, 3 + 3 = 6, 4 + 4 = 8, 5 + 5 = 10, 6 + 6 = 12
Now I know my doubles,
Tally Song
Teach children this “hands” on song about tally marks to the tune of “Little Red Wagon.”
Put down a tally mark in a row. (Open palm and put down index . finger.)
Put down a tally mark in a row. (Put down middle finger.)
Tally, tally in a row, (Put down ring and pinky fingers.)
Fifth one goes across. (Put thumb across.)
*Use pretzel sticks to sing and tally.
