Musical Math addresses many of the concepts introduced to Kindergarten students in the classroom. This Heidisongs installment includes short and catchy songs to help children remember tricky math concepts including: counting to 100, sorting, patterning, comparing sets (more, less, and equal), skip counting, coin recognition, estimation, addition, and subtraction. These songs help to connect abstract mathematical vocabulary to concrete ideas and kid friendly math language. Help your child move ahead or review these math concepts in an engaging way with Heidisongs Musical Math. The activities on the Musical Math Resource CD also support the concepts presented in this set of songs. This CD and DVD title is a teacher favorite and a "must have" for any K-1 classroom.Concepts Covered Are:
1-100, I Can Sort, Position Words, More, Less, Equal, AB Pattern, ABC Pattern, AAB Pattern, What Comes Next?, Penny, Nickel, Dime, Quarter, Estimate, Count By 10’s, Count by 2’s, Count by 5’s, Sphere, Cube, Cone, Addition, Addition Doubles, 5 + 2, 2 + 3, 2 + 4, 3 + 4, 5 + 3, 6 + 3, 6 + 4, Anything Plus Zero, Mix It Up, Subtraction, Bonus Track: Alphabet Action Song.
Building Primary Math Concepts
Because language arts instruction is so important and seems to eat up so much time, I find that it is all the more crucial to make sure that my math instruction is effective and is delivered efficiently. I use math manipulatives in small groups daily to develop math concepts and understandings, and then use the songs from the CD to help reinforce and review these math concepts at other times of the day as well. The songs on the Musical Math CD and DVD are particularly helpful in reviewing the academic vocabulary associated with these math concepts.
For example, in the AAB pattern song, they sing, “Chug, chug, caboose! Chug, chug, caboose! Duck, duck, goose! Duck, duck, goose!” all with movements for each one. It’s definitely a favorite activity!
The songs help link the concrete math concepts that we are learning with the abstract math vocabulary that they must also learn. Once they have a solid label for each concept in their heads and can build their own examples of these patterns, true learning has taken place. We will work on a concept such as patterning for several weeks, and sing the songs on and off again during the actual math lessons, during transition times, or whenever the kids need a chance to get up and move a little to get those wiggles out!
Musical Math also has songs like this for sorting, comparing sets (more, less, and equal), coin recognition, skip counting, counting to 100, addition, and subtraction. But no matter what the concept, my basic lesson plan is to first introduce the concept whole group with magnetic manipulatives, sing the song, and then work on the concept in small groups with manipulatives. After that, if the skill must be transferred to paper, then we work on that, too. Meanwhile, we keep reviewing the songs as often as time will permit. Hopefully, when the children hear the songs, they will be visualizing their experiences with the manipulatives in their heads, and connecting this learning to the math vocabulary that the song is about.