UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

NUMERACY DEVELOPMENT
SUBJECT CODE: ECE 006
TOPIC OR LESSON 4: The Language of Math
WEEK: 5
SUB-TOPIC/S:
1.1. Developing Preschool Math Language Using Song and Verse
1.2. Developing Preschool Math Language Though Children’s Literature (Story Telling)
1.3. Math Language and Older Children

OVERVIEW OF THE TOPIC

Early Mathematics skills do not develop in isolation from other cognitive and academic skills. A growing
body of evidence highlights the important role that language skills —particularly Mathematical language
like words and concepts such as many, most, few, fewest play in young children’s acquisition of early
Mathematical knowledge.

Ultimately, early Mathematical language skills appear to be a central component in the process of young
children's development of early Mathematics skills, but more work is needed to better understand
mechanisms and improve instructional practices.

This module will help you obtain a better understanding on how Math language must be prioritized to
develop each and every learner’s Mathematics skills through different methodologies and practices.

LEARNING
OUTCOMES
Students are expected to design an activity that aims to enhance language learning of particular Math
words or concepts.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Familiarize with different nursery rhymes and storybooks about numeracy.

b. Design activity in developing language learning related to Mathematical concepts.

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 ENGAGE

A. List down the five (5) stages of counting. Then, explain each briefly.

1. ______________________________________________________________________________
______________________________________________________________________________

2. ______________________________________________________________________________
______________________________________________________________________________

3. ______________________________________________________________________________
______________________________________________________________________________

4. ______________________________________________________________________________
______________________________________________________________________________

5. ______________________________________________________________________________
______________________________________________________________________________

B. Discuss comprehensively the development of children’s counting skills.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

EXPLORE

As a future educator, can you integrate songs and stories in teaching Mathematics to young
learners? If yes, how could it be possible? How will you execute it in your class?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

EXPLAIN

DEVELOPING PRESCHOOL MATH LANGUAGE USING SONG AND VERSE

How can you connect Music and Movement to Math?

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 By incorporating musical activities throughout your day, you can provide children with
opportunities to strengthen basic math skills.

Think about the skills involved in singing a song such as "This Old Man". This simple song
incorporates many basic math skills, including matching and comparing (through changes in pitch,
volume, and rhythm); patterning and sequencing (through repetitions of melodies, rhythms, and lyrics);
and counting and addition (identifying cardinal numbers and adding one more with each verse). When
you add moving to the beat, you have created an entire mind/body package of learning rolled into one
song.

“This Old Man”

This old man, he played one,
He played knick-knack on my thumb;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played two,

He played knick-knack on my shoe;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played three,

He played knick-knack on my knee;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played four,

He played knick-knack on my door;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played five,

He played knick-knack on my hive;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played six,

He played knick-knack on my sticks;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played seven,

He played knick-knack up in heaven;
With a knick-knack paddy whack,

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 Give the dog a bone,
This old man came rolling home.

This old man, he played eight,

He played knick-knack on my gate;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played nine,

He played knick-knack on my spine;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

This old man, he played ten,

He played knick-knack once again;
With a knick-knack paddy whack,
Give the dog a bone,
This old man came rolling home.

A Step - by - Step Approach

The acquisition of Math skills follows a developmental sequence. Children learn the structure of
Math before they can use and understand its vocabulary and symbols.
Numbers are symbols that represent "how many" of something. Recognizing the symbols does not equal
to the understanding of the concepts they represent. Too often we begin working with children on
numerals before teaching them what the number symbols mean. It's important to remember that counting
is more than memorizing a sequence of words.

Children learn about the basic structure of Math by seeing the relationship between things.
Matching things that are the same or equal is an example of basic Math concept. In music, children use
language, perceptual and auditory skills to match sounds, beats, pitches and speed or tempo. In fact,
children do this (without even knowing it) every time they sing a song.

Musical Matching

You can focus on the skill of matching with simple "Call and Response" musical games. Sing a
tone or make a sound and ask children to repeat it. Just one note, you can do it! Try making "sounds that
cannot be spelled", such as mechanical sounds, made-up sounds, funny sounds, even operatic sounds!
When children match your sounds, they are using one-to-one correspondence skills.

As in any good Math or Science activity, if you "change the variable" you change and expand the
experience as well as the understanding. Experiment with having children match sounds, beats, words,
pitches, and speed or tempo. Try it with the voice and the body, with objects and instruments. Each time
you invite children to apply these skills in a different way, you reinforce not only their understanding of
the Math concepts but their ability to apply and use their skills.

Use the rhythm of children's names for a musical matching activity. Say a child's name and invite
children to match a clapping beat to it. My name "Ellen," has two claps, but "Cassandra" has three. Ask

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children: Who has a name with a beat that matches yours? Can you tap the beat of the names with your
feet? Can you snap it? Now here is a challenge: Can you tap the beat of your name while others are
tapping theirs?

Children can not only clap out the beat of their names, but move to them too! Invite children to
invent a one-, two-, three- (or more) part movement to represent the syllables in their names. For
example, Jessica might move to her name with a three-part arm movement: "1 - arms out, 2 - arms up, 3 -
arms down."

Each time children match something, they are fully experiencing the Mathematics concept
of equal or same as. You can also practice the concepts of more than and less than with name clapping.
What names have more claps? Which have less?

Making Comparisons

Comparing is an important Mathematical skill. What kinds of comparisons are involved in

music? There are loud and soft sounds, fast and slow beats, high and low pitches, and long and short
notes. You can introduce comparison games by inviting children to listen and create the opposite sound or
beat of what you are making. For example: Hold a long, high sound and invite children to echo it. Then
ask them to make the opposite sound. Create a slow beat on a drum or clap it. Invite children to walk to
the beat, matching their steps to the steady sound. Then do the opposite, a fast beat. How will they move
to this beat? Pass out rhythm instruments and encourage children to explore the variety of sounds they can
make. You might ask, "Can you make a soft sound? A loud sound? A fast beat? A slow beat? Then enjoy
a comparison song with children, such as the following: "Make Music Softly" (to the tune of "Where is
Thumbkin?")
Make music softly,
Make music softly,
1-2-3,
1-2-3,
Play it very loudly,
Play it very loudly,
Just like me,
Just like me.

Change the verses to create new comparisons. Try clapping slowly, then fast, or sing low then
high.

Moving in Opposite Ways

Add movements to your comparisons activity by playing an "opposites" game that invites
children to physically explore the Mathematical comparisons of high and low, fast and slow, up and
down, and big and little. Play a recording of lively music and ask children to move freely to the music.
Encourage them to make high movements and then have them do the opposite.

Sort It Out

Sorting and categorizing are important early-Math skills. Children can sort sounds by timbre.
Plastic, wood, and metal sounds all have a different quality or timbre of sound. Invite children to sort the
classroom rhythm instruments by timbre. Then use them to accompany a favorite song. Use an old
favorite song such as "The Wheels on the Bus" - children can use the different parts of the bus (wheels,

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windshield wipers, horns, and so on). Change the words of "Old MacDonald Built a House" and ask
children to sort and match each of the different types of sounds for each verse. What instruments could
make the sound of a hammer, a paintbrush, a saw?

Keep With the Beat!

Patterning is another important component of Math - and music consists of patterns. The beat is
the compelling part of music for children. Put on something with a strong baseline beat and you will have
children rocking and rolling right away.
The beginning stage of patterning is echoing. Much like in the earlier stage of matching, children repeat a
rhythm or a melody by clapping or singing. The difference is that there is a longer sequence for children
to hear, learn, remember, and repeat.

Clap 'n' Move

Can you do two things at once? How about walk and keep rhythm pattern going? This is a great
"next step" for children to take as they explore the pattern of a rhythmic phrase with their bodies. Create a
clapping beat with children, something simple such as 1 + 2 + 3 + 4, 1 + 2 + 3 + 4. Then invite them to
stand up and walk and clap only on the "off beat" of the "+" in the phrase.
Count On It!

You'll all know many wonderful counting songs. Why do they work so well? Because instead of
having children count by memorization and rote, the songs encourage children to count to a beat, a tune, a
motion, or all of the above. Rhythm is the ultimate and most compelling counting object! Songs such as
"Caught a Fish Alive" not only count up to 10 but follow tones up a scale, thus reinforcing the counting
(and adding one) experience. Many jump rope and ball-bouncing chants involve counting up the number
line as well ("One Potato, Two Potato" or "Cinderella Dressed in Red"). These rhymes and songs help
connect the beat with an action and the numerals.

"Cinderella Dressed in Red"

(A ball-bouncing rhyme in which a child bounces a ball or hops on one foot as long as he can!)

Cinderella dressed in red.

What time did you go to bed?
1,2,3,4,5,6,7,8,9,10,11,12.
Prince Charming dressed in red.
What time did YOU go to bed?
1,2,3,4,5,6,7,8,9,10,11,12.

Some songs invite children to count backward (subtract) instead of forward (add) - seemingly a difficult
thing to do at such a young age, but in the context of a song, children are able to "take away one" quite
easily. "Ten in a Bed" is one of the best songs for backward counting:

"Ten in a Bed"

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There were ten in a bed and the little one said, "Roll over, Roll over!" So they all rolled over and one fell
out ... There were nine in the bed ... And so on, until there is ONE in the bed and the little one said,
GOOD NIGHT!

Moving Dramatically

Want children to get a deeper understanding of number values? Make it experiential! Invite
children to dramatize the song "Ten in a Bed" and watch as they enjoy the physical experience of
"subtracting" as they roll over and "fall out of bed."
When should you be making the connection between music and math with children? If you are
comfortable with singing and moving, the answer is ... all day long! Make the Music – Math connection
during transition times, outdoors on the playground, while cooking or eating snack, and in your learning
centers. All the while you'll be laying the foundation for the development of Math skills - with a little
rhythm.
Do you remember enjoying finger play song like 5 Little Monkeys when you were young? You
may not have realized that sharing these songs and finger plays for preschoolers is a great way to bring
Math to life. When we use finger plays, we help our children’s Mathematical understanding by:

 Connecting a quantity to its number name. For adults it seems like second nature that the word
“three” signifies the quantity of 3 objects, but this is a complex and abstract concept! By using
our fingers to show a quantity (i.e. holding up three fingers when we say “three squirrels”) we are
helping children connect the number name to the quantity it represents.

 Adding a visual for number relationships. Finger play songs for preschoolers can tell the story
of squirrels coming to a branch one by one or birdies leaving a nest one by one. These bring out
number relationships (i.e. 2 is one less than 3, or 2 is one more than 1), which are essential for
building a strong number sense. By using our fingers, children also have a visual that is helping
them see and feel the difference between 4 and 3 or 3 and 2.

 Highlighting the rules of counting. Children can see important principles of counting in action,
like only counting each item once.

 Emphasizing small quantities. A strong foundation with small quantities is essential for young
children before they move on to larger numbers.

Good Times for Finger Play Rhymes

Imagine you are sitting looking out the window with your child or taking a walk; they point out a
bird or a squirrel running across a tree branch, or ducks in the pond. This is the perfect time to introduce
one of many finger plays for preschoolers in the form of a song like 5 Little Ducks or 5 Little Squirrels. If
you had peas for lunch, follow up with 5 Peas in a Pod. The important thing is that you and your child are
finding Math in a shared interest.

But finger play songs are equally fun anytime your child is restless or needs a little purposeful
movement break. It’s amazing how you starting to sing one of these songs bring even toddlers over to join
in the fun. (Or make it a game.) Children learn naturally through imitation and you will find that as you
bring joy and playfulness to these finger play songs with your own voice, children will naturally want to
join in. Most importantly, you will all be having fun together and connecting through Math!

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 Five little squirrels sat up in a tree; (Hold up five fingers)
The first squirrel said, “Well, what do I see?” (Point to thumb)
The second squirrel said, “I see a dog!”
The third squirrel said, “I see a frog!”
The fourth squirrel said, “Let’s run into the shade!”
The fifth squirrel said, “I’m not afraid!”
Then RUFF went the dog, and away the squirrels ran,
One, two, three, four, five!

Tips and Tricks

 In order to make the Math in these rhymes meaningful for young learners we need to take an
extra step and connect that Math language to gesture. This will engage their bodies, eyes, voices,
and minds in the learning, which makes it even more powerful.

 Don’t worry if your learner just watches and listens at first. Little by little, you will find that they
will enthusiastically make the big movements such as shaking their finger to scold the monkeys
for jumping on the bed in 5 Little Monkeys. It may take longer to manage folding up or down
their fingers, so you need to model the change in the number of fingers you have up.

Below you will find an example of rhymes and finger plays for preschoolers. Using rhymes from
your own childhood is a wonderful way to share language and culture with your children.

Beehive
This is a beehive (hand cupped)
Where are the bees?
Hidden away where nobody sees…
Now they come creeping out of the hive
One, two, three, four, five (extend fingers one by one)
Five bees!
Bzzzzzzzzz!

Five Little Birdies

Five little birdies went out one day over the hills and far away
The mother bird called “Tweet, tweet, tweet, tweet”
But only four little birdies came to see
(continue decreasing number of birdies)

Ten Little Raindrops

One little, two little, three little raindrops,
Four little, five little, six little raindrops,
Seven little, eight little, nine little raindrops,
Ten little raindrops falling down!
Falling, falling, falling raindrops,
Falling, falling, falling raindrops,
Falling, falling, falling raindrops,
Pitter-patter, pitter-patter, splash!

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DEVELOPING PRESCHOOL MATH LANGUAGE THOUGH CHILDREN’S LITERATURE
(STORY TELLING)

Books are incredibly effective tools for teaching. Charlotte Mason homeschoolers certainly
understand that fact as it pertains to subjects like History and Science. But, did you know that Math and
Literature connection can be just as powerful?

Why Math and Literature?

There are many reasons math and literature pair so well together:

 Books introduce Math concepts in a non-threatening way and build interest.

 Good stories make Math come alive and children find that Math isn’t boring or inaccessible.
 Mathematics within stories provides context that illuminates the meaning of otherwise abstract
concepts. This is especially helpful for struggling learners.
 Oftentimes, literature connects Math to real life. This gives meaning to “why” Math is important.
 Books build connections to Math for linguistic learners who tend to think in words.
 Books connect Math to other subject areas, which help children innately learn that all subjects are
intertwined.
 Some books offer sneaky ways to review Math facts.
 Gifted Mathematicians can benefit from literature connections, especially when books present
concepts in new ways or dive deeper than the student has been before.
 Some books are excellent at presenting Math as critical thinking. These are especially useful
considering Math textbooks aren’t the best at presenting logical thinking ideas.

What is a living Math book?

It will typically have an engaging story line, but it will always be worth your time spent reading.
It will present Math concepts clearly (and soundly) without spewing them out as mere facts. It will
present nourishing ideas about math that are likely to be savored much longer than the book is in hand.

There is one other consideration beyond choosing living books. You will also want to make sure
the stories are presenting “ability appropriate” Math concepts. There’s no harm in reading Math literature
for the pure joy of it. However, if you plan to use the books to help teach math, the “instruction” will need
to be in line with your child’s current understanding.

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MATH LANGUAGE AND OLDER CHILDREN

Early Math Learning and Language

Children do not start learning Math when they are first taught about numbers. Rather, Math
learning starts with concepts of quantity, size and comparisons, and the words that represent numbers.
Math learning starts with counting physical objects with caretakers, understanding concepts
of less and more or full and empty by playing with food or toys, and general ideas of mass
with bigger and smaller (Mazzocco & Thompson, 2005).

None of these Math skills require numerals. They do, however, require language (for
clarification, this language does not need to be spoken; various sign languages are included in this
learning process). A child being asked if they would like “more snack” or a caregiver counting a young
child’s fingers or toes, starts to teach children about quantity and the order of numerals before they are
ever taught to recognize numbers. Thus, the beginning of Math learning is based on creating a
connection between language and physical objects.
As children get older, language supports their ability to learn to identify and understand the
symbolic nature of numerals. For example, a caregiver or teacher will point at the number 1, use its
name, and show one object or image. Children then learn to identify the numeral 1 as the symbol that
represents one object. Language continues to help students move from concrete Math skills based in
physical objects toward a more symbolic Math ability focused on numerals (Kolkman, Kroesbergen, &
Leseman, 2013).

Word Problems and Language

As students get older, they are presented with what are often referred to as “word problems.”
These are Math problems placed within the context of a written scenario. While the connection between
reading difficulties and completing Math word problems can be clear, it is important to consider how
language plays a role in understanding these types of math activities.

A connection between language and symbolic representations of numerals and Math

operations is a key in understanding a word problem. Often, one of the biggest challenges for students
is that of understanding what operation or operations (i.e. addition, subtraction, multiplication and
division) are represented by the language of the problem, when they are not explicitly stated.
Additionally, having the language skills to identify past, present, future, possession, direction, pronouns
and verbs are all necessary within the context of a word problem.

Imagine a student is struggling with the concept of tense in the language they are receiving Math
instruction. The student is asked to complete the following word problem: “Jack had two apples, he ate
one, and he plans to buy another tomorrow morning. How many apples will Jack have tomorrow?” If the
student isn’t able to make sense of when each action is happening, they will be unable to determine how
many apples Jack will have tomorrow.

Likewise, many word problems introduce characters and then revert to pronoun usage, requiring a
student to be able to keep continuous tabs on who “he” or “she” or “they” refer to. There are also various
ways of discussing the concept of “less than.” “Smaller than,” “fewer than,” and “lower than” can all
indicate that one quantity is less than another. Further complicating the matter is the use of the possessive
with both nouns and pronouns. Students who struggle with these language concepts may have adequate
Math calculation skills and still be unable to perform the problem, even if the barrier of reading is
removed by having someone else read the problem out loud.

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 What Should We Do?

Awareness of the role of language in Math can help teachers think diagnostically about where
a student is getting “stuck” in Math. While we tend to focus on the domain specific skills of
Mathematics, it is important to consider that the aspects tripping a student up might be skills we don’t
typically think of as necessary for Math learning.
Here are some guiding questions to help you take action if you suspect a student is struggling with
math due to their language skills:

 Do I regularly clarify and explain vocabulary and symbols within my instruction?

 Are there resources for students within my learning environment to support student understanding of
words and symbols?
 Do I use images and manipulatives to support an understanding of vocabulary and symbols?
 Do I have students in my class who are English Language Learners (ELLs)? (If yes, have I consulted with
an ELL specialist?)
 Have I recommended students for a hearing screening when I’ve had concerns about their ability to hear
or understand instruction?
 Do I have students in my class who receive special education services for language-based disabilities? (If
yes, have I consulted with a special educator about my Math instruction?)

Understanding how various cognitive skills fit together to support learning is an important part of
creating dynamic instruction that can meet every student’s needs. The more we are able to learn about the
Science of Learning, the better we get at thinking through our instructional and learning environment
designs.

ELABORA
TE
Explain through graphic organizer how language, music and literature can be integrated in
teaching Mathematics.

EVALUAT
E
Choose one Mathematical concepts from the options below. Then, make your own activity on how
you will execute or teach the concept to your class. You may use any of the integration discussed on
this module

TOPICS:
- Adding Numbers Mentally (With sum up to 10 only)
- Comparing and Arranging Numbers
- Place Value and Value up to Hundreds

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 SCOR
RUBRIC FOR EVALUATION E
3– The explanation is 2 – The explanation 1– The explanation is 0.5 – The 0–
RELEVAN

directly relevant to is relevant to the quite relevant to the explanation is not Has no
the topic. Every detail topic. Most of the topic. Only few of the clear and has a very explanation
CE

points toward the details contribute to details contribute to rough transition of

topic. the development of the development of the idea. The details are
the topic. topic. not relevant to the
topic.
3– The explanation 2– The explanation 1– The explanation 0.5 – The 0–
ARGUM
EVIDEN

shows at least 9 shows at least 6 to 8 shows at 3 to 5 explanation shows at Has no

CE/

correct/valid correct/valid correct/valid evidences most 2 correct/valid explanation

evidences to support evidences to support to support his/her evidences to support
his/her answer. his/her answer. answer. his/her answer.

2– The explanation is 1.5 – The 1– The explanation is 0.5 – The 0–

CLARITY

clear, has a very good explanation is clear, somewhat clear and explanation is not Has no
flow of discussion, has a good transition, has a rough transition clear and has a very explanation
every detail is most of the details from one idea to rough transition of
connected to each are connected to each another. ideas.
other. other.
2– The explanation 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-
CALITY

has no error in explanation has 1 to has 3 to 4 errors in explanation has at Has no

grammar, spelling, 2 errors in grammar, grammar, spelling, and least 5 errors in explanation
and punctuations. spelling, and punctuations. grammar, spelling,
punctuations. and punctuations.

OVERALL SCORE:

REFERENC
ES

Early Childhood Mathematics Fifth Edition Susan Sperry Smith Cardinal Stritch University Pearson
Education Copyright © 2013, 2009,2006,2001,1997 Pearson Education, Inc.

ADDITIONAL
MATERIALS

How do Language Skills Impact Math Learning

https://www.kennedykrieger.org/stories/linking-research-classrooms-blog/how-do-language-skills-
impact-math-learning

Math at Your Fingertips: Songs and Finger plays for Preschoolers

https://earlymath.erikson.edu/math-at-your-fingertips-songs-and-fingerplays-for-preschoolers/
#spanish

The Math in Music and Movement

https://www.scholastic.com/teachers/articles/teaching-content/math-music-movement/

Why Math and Literature Connection is so important?

https://ourjourneywestward.com/math-and-literature-connection/

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PREPARED BY:

Ms. Desiree S. Isidro

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