Through movement and song, students can play while engaging with the concept of a number and developing their number sense. These arithmetic verses can be used in different ways for fostering number sense as well as developing the skills for mathematical reasoning. Musical rhymes can be used as starters for students to engage with the idea of counting, and even skip counting where both skills are foundational for building mathematical reasoning as well as their understanding of later math concepts such as multiplication.

Students can sing along, step to the beat as well as clap for the beat. Any instrument the educator might be comfortable using will also promote student engagement.
Jumping is also an effective way to connect the idea of skip counting when students are ready for this concept. Music engages the whole body, and allows students to make the concept of numbers more concrete when they can physically do the counting by stepping, clapping, or jumping.

Number one

There was a family strange indeed;

Each member had a peculiar speed.

They could walk for half a day

Counting footsteps all the way.

Here they come,

Number one

Number two

But my two are not the same

For I must lean upon my cane.

Although I;m bent and weak and old

I can still count with numbers bold.

1 2 3 4 5 6 7 8 9 10 11 12

Number three

I’m a lad, light and gay

And I’d much rather play

I can run with my ball

while the numbers I call.

1 2 3 4 5 6 7 8 9 10 11 12

Number four

My step is strong

I’ll not go wrong.

With all my might

I<ll guard what’s right.

I’ll always know

How far to go.

1 2 3 4 5 6 7 8 9 10 11 12

Number five

Like a mouse I go

Fearfully tip-toe.

Looking to the left,

Looking to the right;

Watching to and fro

Danger’s not in sight.

Lightly I arrive,

I am number five.

1 2 3 4 5 6 7 8 9 10 11 12

Number six

One, two, three, four, five, six

I can do lots of tricks!

I’ve a friend–number three—

He’s a helper to me.

He has taught me to play

But I have my own way

1 2 3 4 5 6 7 8 9 10 11 12

How can play help foster the skills and understandings outlined in the Q.E.P?

Although play can be used as a content vehicle to engage learners of all ages, it is especially relevant for younger students who’s experiences involve imaginative play on a daily basis. Younger learners enjoy the act of  both doing and engaging physically with their environment as well as with others, and play effectively responds to these needs. For example, using play as a vehicle for learning allows cycle one students to actively participate in song and rhyming verses which helps form a foundation for number sense, as well as for developing skills in skip counting and subitizing. By involving numbers, and number sense in authentic experiences of play using singing and movement, and also by connecting verses with number groupings, these experiences, and the relationship they inspire early on serve as a useful foundation for mathematical reasoning, and will ultimately better facilitate number groupings such as multiplication as a later concept.

Meeting Curricular objectives:

As per the Q.E.P’s Mathematics program:

“Reasoning in mathematics consists in establishing relationships, combining them and using them to perform a variety of operations in order to create new concepts and
take one’s mathematical thinking to a higher level.”

 Competency 2: “To reason using mathematical concepts and processes”

P.O.L:

1. “Counts or recites counting rhymes involving natural numbers

a. counts forward from a given number.

b. counts forward or backward.

c. skip counts (e.g. by twos).”

From the Progression of Learning Mathematics

Good company in a journey makes the way seem shorter. — Izaak Walton