Introduction

Learning through music and movement is not a new concept. Socrates said, We educated
the men both physically and mentally (Radience,1987). Even around 400 B.C., they knew that
there was a connection between the mind and body for education. Recent brain-based research
supports the premise that classrooms need a variety of teaching styles in order to reach every
child. Movement, in particular, has proven to be especially effective (Lancaster & Rikard, 2002,
p.28).
My study drew on the attitudes, experience, and observations of twenty-two third
graders learning their basic multiplication facts thorough music and movement. For years,
students have learned multiplication facts by rote memorization alone. This is tedious work and
it is not very motivating for the students. Hopefully, while engaged in singing multiplication
songs, working with manipulatives, and moving around, the students were motivated to learn
their basic multiplication facts with a see, say, do (Jones, 2000) method of teaching that
touches on all seven of Gardners original Multiple Intelligence's (Gardner, 1983).
In the midst of another school reform is the No Child Left Behind Act. It is supposed
to redefine federal roles in K-12 education, and close gaps between disadvantaged and minority
students and their classmates (No Child Left Behind, 2002, p.1). This act has really caused some
educators to look at how they are teaching their students. Since there is money at stake with this
act, and its linked to standardized testing, we (educators) need to think about how we can reach
all students.

Review of the literature

Gardners (1983) theory of Multiple Intelligence (or learning styles) says that everyone
has a specific learning style in which they learn best. Through my study I hope to reach all seven
of these intelligence's. Gardners Intelligence's, and how I will try to reach them are as follows:

I.

Logical-Mathematical: These people are associated with logical and mathematical

thinking. Learning basic multiplication facts will reach my students with this
learning style.

II.

Linguistic Intelligence: People with this intelligence are good at language, and use
language as a means of remembering information. Singing/speaking the lyrics to the
songs will help reach the students that learn this way. Being able to talk
themselves through the patterns of the manipulatives will also help them.

III.

Spatial Intelligence: create mental images in order to solve problems. Students that
are spatial learners will benefit from working the manipulatives and drawing them
in a certain sequence.

IV.

Musical Intelligence: has the ability to create, and hear musical pitches, rhythm,
and tones. Students with musical intelligence will enjoy the music and singing
aspect of this study.

V.

Bodily-Kinesthetic: has the ability to coordinate their own body movement.

They can easily connect the mind with the body. These people will benefit from
the movement of manipulatives for learning math facts.

VI.

Interpersonal Intelligence: understand the feelings of others. These people may

enjoy helping others that are struggling, or may enjoy being helped by others.

VII.

Intrapersonal Intelligence: a person who possesses the ability to understand his or

her own motivation and feelings. These students may enjoy the challenge of
learning their basic multiplication facts on their own.

It is important for teachers to use multiple teaching strategies whenever possible. Not all
students learn the same way, and they all bring in different experiences of how they learned
certain tasks. Knowledge does not exist in isolation, so it should be connected to prior learning in
order to make a deep understanding. Students come to school with effective but alternative routes

to mathematics processes that are not always touched on in the classroom. A student may have
learned an untaught method that works well for them. It is the educators job to try and work with
their best way of learning (Hendrick, 1988).
Multiple Intelligence's have come under some critiques lately. McEwan-Adkins (Learning
by hunches, 2003) believes that the whole theory is a falsification. She believes that teaching
predominantly through a students main learning style, and ignoring their weaknesses is a very
bad idea. She gave a great example by saying, I wish somebody along the way in my academic
career had ignored my strong verbal skills, with which I needed very little help, and had worked a
little more on my bodily kinesthetic abilities. Maybe Id be more coordinated and could even
learn to play golf (p.1). This is why I tried to involve all seven of the intelligence's. By covering
all seven intelligence's, I hope to use each students main learning style as well as develop their
weaker learning style. In doing this I will create a positive and motivating experience towards
their attitudes for learning mathematics.
Jones (2000), and Skinner (1968) stated that all learning takes place one step at a time.
Jones (2000) also noted that putting information (like multiplication facts) into long-term
memory takes a lot of work and practice. This would agree with Locke (1693) when he stated
that much of our learning takes place through association and repetition. Through daily
repetition, moving, and singing, learning should be an enjoyable process. It is also very important
that the teacher sings, and does the movements along with the students. If the teacher sings, and
moves with the students, then the children will be doing Banduras (1971) theory of modeling
and imitating. This will help the students put the information learned into long term memory
much better. Jones (2000) also discusses the value of daily review in order to transfer information
from short-term memory into long-term memory. Thompson, and MacDougall (2002) talk about
how music and movement can help in the retention, and learning of information because it uses
more than one sense. The concepts get moved to other senses for the students to draw on when

they need the information. Another point that Jones makes is, you learn by doing (Jones,
2000, p.53).
Jones (2000) writes that, through the use of visual cues, students learning will
dramatically increase. Their motivation should be greater with the use of music and movement
and doing the work daily by use of manipulatives. He also points out that teachers need to go
beyond the verbal modality because students get lost in words. If words get us into trouble, one
way of getting out of trouble is to eliminate words. A prompt does not need to be a verbal
prompt (p.65). By use of many prompts throughout the project (i.e. rhymes, manipulatives,
moving, singing, etc.), the verbal modality that is very prominent in education will be decreased.
By seeing the math problems, saying the math problems, and doing the math problems, their
understanding of the concepts will increase.
According to Bandura (1986, pp. 399-408), and his theory of self-efficacy appraisals, the
highest source of knowledge is actual performance. If the students repeatedly succeed at their
math facts, their sense of efficacy (or self worth) increases. The students will also benefit from
watching others succeed through vicarious experiences. Watching others do well will help them
do well. One of the main jobs of the teacher is verbal persuasion. If you convince the students
they can learn their math facts, they should do better on them, and be more self confident. When
their confidence is high, their attitudes about learning multiplication should be much higher as
well.
Our country has had some problems in reaching the scores for standardized test scores
that education leaders would like to see (Rodgers, 2000). Educators need to find multiple ways to
teach their students, and boost student learning. There has been some suggestion that early
musical training has a positive effect on many students achievement, and it has been noted
especially in mathematics (Rodgers, 2000). According to Caine and Caine (1990) and Jensen
(1994), movement and aerobic activities has been shown to increase learning. By moving the

body, blood and oxygen flow to the brain increases. In essence, it wakes the brain up and
increases retention rates. Sousa (1995) indicates that hands-on learning activities have been
shown to account for up to 90% better retention rates.
Lancaster and Rikard (2002) recently did a study and they found that a majority of
students at Cooper Middle School made their own student inventories based on Gardners (1983)
Multiple Intelligence's through journaling and student profiles. According to the study, all of the
classes said that their body-kinesthetic intelligence, and hands on learning was their strongest
learning style. Their core classes that they chose to take had a lot of activities, and the students
took physical education to aid in their movement. This school has stayed in the lower to middle
90th percentile each year of their state testing since implementing this program. The students and
teachers believe that it is because of the schools willingness to use movement to facilitate in their
learning. It should be notes that the students were familiar with Gardners seven intelligence's.
The students would probably agree with Hendrick (1992) in the belief that educating through
movement can be a nice blend of physical activity and problem solving that can be fun for the
children to do while learning. I know that one of the joys of a good lesson is when a child says,
That was fun! Can we do it again? Today was great! Some very difficult concepts can be
taught and learned when the kids are having fun.
Music can be a strong motivator too. Hendricks (1992) writing leads us to the belief that
music stimulates brain development and draws on multiple intelligence's. Shilling (2002) says that
students come to school with musical and mathematical knowledge shaped by their previous
experiences. They hear music at home, in the car, at school, on the television (look at how many
kids know the words to T.V. jingles), . Music, which has been a very natural part of all
childrens lives before school, provides the context for exploring a variety of mathematics
components (p.179). Shilling would seem to agree with Gardner (1983). Gardner believes that
there are some strong connections with music and mathematics. Thomson and MacDougall

(2002) state that music plays an important part in students lives. If kids tap into their musical
intelligence, they may be able to create, for example, science lyrics to help them remember facts
for their upcoming tests. As the students enter the classroom on a test day, the same song can
be played to activate the synaptic connections that had been previously established (p.46).
Hendrick (1988) also believes that singing develops language, memorization, musical
development, and it is fun to do.
The introduction of music, movement, and basic multiplication facts agree with Piagets
concrete operational stage (Piaget, 1964 p.22). This stage begins around the age of seven and lasts
until eleven years of age. In this stage, children are learning how to apply logical reasoning to
concrete problems. They are able to understand reversibility in their mind, group things by more
than one principle, arrange items, and need to multiplication real objects (Modgil, & Modgil,
1976). Making the learning of multiplication into a game also supports Piagets (as cited in
Brophy, 1988) Stages of Play Development. Third graders are at the point of Concrete
Operations in which they love games with rules. Learning multiplication through music, and
movement while using manipulatives goes along well with Piagets stages of development for
third graders.
The No Child Left Behind Act of 2001 states that:
No Child Left Behind act of 2001....fedefines the federal role in K-12 education and will
help close the achievement gap between disadvantages and minority students and their
peers. It is based on four basic principles: stronger accountability for results, increased
flexibility and local control, expanded options for parents, and an emphasis on teaching
methods that have been proven to work (2002).
Since school districts are being held more and more accountable, educators need to find as many
ways as they can to help all of their students succeed. By using Multiple Intelligence's, I am
hoping to make their learning fun and engaging. It should be more fun than just teaching to the

test. I will also be using methods that have been proven to work.
The literature would seem to support the need for Multiple Intelligence to be used in the
classroom. It also supports the need for less verbal-only directions, and the use of seeing, saying,
and doing something in order to put information into long-term memory. With schools being held
accountable for test scores. Therefore, the purpose of the study is to research the phenomenon of
learning basic multiplication concepts through music and movement.

Research Questions
My qualitative research questions is: What will my third graders attitudes be towards
learning basic multiplication facts through music, movement and repetition? There are times in
childrens lives that the brain is more receptive to stimuli. There has been much research done on
music and the childs brain (Strickland, 2001). Will music and movement help third graders be
more motivated toward learning basic multiplication facts?

Methods
The study started on November 3, 2004 at Gaffney Lane Elementary in Oregon City
Oregon. It ended on January 27, 2005. According to the schools secretary, the socio economic
background of this school is at approximately forty percent free and reduced lunch and in a
lower-middle to middle-class neighborhood. The ethnic background is approximately ninety
percent Caucasian, seven percent Hispanic, and three percent Russian (personal communication,
July 20, 2004). The participants are the students in my third grade class for the 2004-2005
school year. The number of participants in the study is seventeen. The class size is twenty four.
The number of participants depended on the number of parents that allowed their child to
participate as part of this study.
Each set of multiplication facts zero to nine were broken into sections (i.e. zeros and

ones the first week, twos the second week, etc.). Programed instruction is best taught in small
steps (Jones, 2000, Skinner, 1968). The students used graph paper to make multiplication
models for each number set. The graph paper also served for visual cues. Songs that I wrote
(appendix d-l) were sung during each section (i.e. twos song) as the students created their
multiplication models at the appropriate times. They constructed visual representations of their
math facts while moving and singing a song. A different tune was sung to each set of facts. The
words were given to the students. They were taught in the same model of the Skinner Teaching
Machine (Skinner, 1968) in that they were to cover the answers, look at the problem, say the
answer, then move their hand and look at the answer and see if they got it right. Different lyrics
will be added to each set of facts as well. Each section lasted one to two weeks depending on how
the weeks were broken up. The research was done after all songs were sung and the facts zero
through nine were studied. All students participated in the lessons, as it was part of the regular
curriculum. Students who chose not to sing still participated in drawing the multiplication
models, and were encouraged to speak the lyrics to foster long term memorization of the
multiplication facts(Jones, 2000). Students were not isolated from the group if they did not want
to sing. Students who had parental consent were the only ones studied in this research.

Data Collection
The students were chosen from my class of third graders at Gaffney Lane Elementary
School in Oregon City, Oregon. Written parental consent for the study (found in appendix A),
observations, interviews, anonymous attitude surveys, tape recording, and official documents
that will be done throughout the project were locked in my file cabinet, and will be kept there for
one year after the study is completed. After one year, all documents will be destroyed.
Photocopies of the consent forms were given back k to the parents to keep for their records.
An anonymous attitude survey (Appendix C) was be handed out first. Participants

circled the correct choices (based on their feelings) on a scale. The same anonymous attitude
survey was handed out at the end of the study. All attempts were made to make the students feel
comfortable to give honest answers. It was stated by the investigator (myself) that it was okay
for them to say that they did not like math or music if that is the way that they honestly feel,
and that their grades would not reflect their answers on any attitude survey. The anonymous
survey was given by the building administrator while I was out of the room in an attempt for the
students to answer with complete honesty. All attitude surveys were checked with each other
and findings are written up in the discussion section of this study.
The students were also subject to two one-on-one interviews throughout the project.
There was one at the beginning of the project, and one at the end. The parents (and students)
were informed that the student does not have to complete the interview and recording, and they
can stop at any point. The following verbal instructions were given (Appendix B):
Do you like math? Why or why not?
What is your favorite way to learn math (ex. worksheets, manipulatives, songs & chants,
rote, etc.)? Why?
How do you feel your understanding of basic multiplication facts are right now? Is it better
than it was last year? Why?
Do you like getting up, moving, and singing/chanting math facts to learn them? Why?
A description of the interview will be tape recorded for reliability and written down on
the interview protocol by the investigator. Questions were only asked if clarification was needed.
The length of each interview was between two to five minutes.
Observations were made by the researcher, and recorded as field notes. The school
principal did random observations for cross checking, and reliability purposes.

Treatment of Data
The raw data was recorded, transcribed and checked by playing back the tape recordings
for reliability and triangulation. Answers to questions were written down verbatim for each
subject. The verbatim transcripts will be subjected to phenomenological analysis using a
methodology as developed by Colaizzi (as cited in Creswell,1998, p.280). These steps were
followed:
1. All the subjects descriptions were read in order to acquire a feeling for them.
2. Significant statements were extracted from each description, phrases and sentences that
directly pertain to the investigated phenomenon. Statements were eliminated that
contained the same statements.
3. Meanings were formulated by spelling out the meaning of each significant statement. In
this difficult step, the meanings arrived at must not sever the connection with the
original description. The formulations discover and bring out those meanings hidden in
the various contexts of the phenomenon that are present in the original descriptions.
4. Clusters of themes were organized from the aggregate formulated meanings. This
allowed for the emergence of themes common to all the subjects descriptions.
a.) These clusters of themes were referred back to the original descriptions in
order to validate them. This was done to see if there was anything in the original
that was not accounted for in the cluster of themes, and whether the cluster
proposed anything which was not in the original. If either of the above was true, a
reexamination was necessary.
b.) At this point discrepancies may be noted among and/or between the various
clusters; some themes may appear to be totally unrelated to other ones. The
researcher then proceeded with the solid conviction that what was logically
inexplicable might be existentially real and valid.

5. An exhaustive description of the phenomenon resulted from the integration of the above
results.
6. The exhaustive description of the phenomenon is as unequivocal a statement of the
essential structure of the phenomenon as possible.

Data Analysis
The research question will be stated as follows: What will my third graders attitudes be
towards learning basic multiplication facts through music, movement, and repetition?
The interviews of the subject are transcribed and significant statements were extracted
from the transcripts and the field notes to become the raw data for analysis. After extraction of
all significant statements from all transcripts was complete, duplicate statements were eliminated.
The remaining significant statements are presented in Tables 1-22.
Meanings were formulated from the significant statements in tables 23 and 24. Reading
rereading, and reflecting upon significant statements were used to achieve the meaning. Then,
clusters of meanings were found , related to the original state. Ideas were tied together for the
textual descriptions of what was experienced. Significant statements were formed into clusters of
themes in table 25. The themes were made up of all subjects descriptions. The clusters were
referred back to the original meanings for validation purposes. An exhaustive description of the
essence of the experience was made after the completion of the study in table 26.

Discussion of the Findings

The phenomenological analysis resulted in the exhaustive description of the essential
structure of third graders attitudes toward learning basic multiplication facts through music,
movement, and repetition as stated in table 26. The attitudes of enjoyment bring back thoughts of
Bandura (1986), and Gardner (1983). If a student learns through their most comfortable learning

style they have more success, more success gives a student a greater self-efficacy. Through their
daily practice, they felt they were learning. The students seemed to enjoy singing the songs, and
the rhymes enabled them to recall the facts easier.
In the analysis, the formulated meanings were integrated into the description of the
essential structure of the third graders attitudes. Even though there were differences in the
anonymous survey, and one-on-one interviews, the attitudes of the third graders were mainly of
enjoyment of the study. Hendrick (1988) stated that more students enjoy music, movement, and
repetition than students who do not. This supports what was found in both the interviews, and
both the surveys.

Anonymous Survey Findings

There was a little change on question number one (Table 1) of the anonymous survey. By
survey number two (Table 2), there was 6.3% of the students who did not like math. Changes
like this do happen in a phenomenological study because students attitudes and moods change
from day to day. On the day of survey one, the students may have had a math assignment that
they all felt very successful on. A few may have not felt successful on a certain assignment on
the second survey.
There was a great change from anonymous survey one to survey two on the question of
students liking worksheets (Table 3 and Table 4). 18.8% said that they did not like them by
survey two, and a greater number of 50% said that they love worksheets.
Students changed their minds from anonymous survey number one to survey two on the
question of liking manipulatives (Table 5 and Table 6). Survey one was answered with only
loving it or liking it most of the time. By survey two, there was representation of loving it to not
liking it. This just proves more of Gardners (1983) theory of people enjoying different learning
styles.
Table 7 and Table 8 (Do you like writing math facts over and over) had more students

saying that they did not like it, and change their attitude, by the second survey.
There was not much change from survey one and two on the students attitudes about
liking to learn math facts by singing or chanting them (Table 9 and Table 10). There were not any
students who said that they did not like it.
More students said that their understanding of multiplication increased from anonymous
survey one to anonymous survey number two (Table 11 and Table 12). However, there was
more saying that their understanding was not good by survey two. This could be explained by
Banduras (1986) self-efficacy theory. Some of the students may not have felt as successful by
the end of the study as they thought they would have been. Therefore, they had a lower sense of
self-efficacy. They thought they were not as good as the other students.
A big change was on the question of liking movement and singing to learn (Table 13 and
Table 14). By the second anonymous survey, less students said that they loved it, and more said
that they did not like it.

One-on-One Interview Findings

The students said that they enjoyed math (Table 15 and Table 19). Students who started
out saying they liked math did not change much from one interview to the next. They either liked
math, or they did not.
In the question of how the students like to learn math (Table 16 and Table 20), students
show Gardners (1983) theory of how people like to learn in the learning style that they feel the
most comfortable in.
The one on one interview had different results than the anonymous survey on the
question of understanding multiplication (Table 17 and Table 21). It is possible that the students
were thinking holistically in that they did not understand (or have memorized) all of their basic
multiplication facts. The one on one interview let them explain that they new some or most of
their basic facts. Everyone said that they knew their facts better than they knew them the year

before by the second interview.

Table 18 and Table 22 show again how Gardners (1983) theory of learning styles matter
in how people like to learn. A lot of students do like getting up and moving to learn. However,
there are some who do not enjoy it. Some did enjoy doing something different during the day.

Conclusions and Implications

Findings of this phenomenological study add to the credence that young children enjoy
music, movement, and repetition to learn mathematics. These findings have implications in the
areas of teacher education, teaching research, and teaching practice.

Teacher Education
The findings of this study have implications for the inclusion and integration of studying
music, movement, and repetition into undergraduate teaching programs. By using all of Gardners
(1986) seven intelligence's, the teacher is more able to tap into their students learning style. The
students will have more fun, and retain information better when all seven intelligence's can be
used.

Teaching Research
The findings of this study show that data can be gathered from individuals. The findings
can be analyzed, and communicated to show the view of the individuals holistically.
Phenomenological data provides what it feels like to learn multiplication through music,
movement, and repetition.
Phenomenological research can never be exhausted. Teaching research can be enhanced
through qualitative research rather than quantifiable measurements. Quantitative research can
show the numbers, but it does not tell the experience.

Teaching Practice
Each student is the center of his/her own universe. Each students perceptions are not the
same as another's. One can assume that the best source of information the student is the student
from the students point of view.
______________________________________________________________________________

Table 1
1.) Do you like math?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
I like it most of the time.

12.5%

I love it.

56.3%

31.3%

______________________________________________________________________________

Table 2
1.) Do you like math?
(Anonymous survey #2)
____________________________________________________________________________

I don't like it.

Sometimes I like it.
6.3%
6.3%

50%
37.5%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 3
2.) Do you like to learn by worksheets?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%

43.8%

37.5%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 4
2.) Do you like to learn by worksheets?
(Anonymous survey #2)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%

50%

12.5%

18.8%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 5
3.) Do you like to use math manipulatives?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
I like it most of the time.
31.3%

68.8%

I love it.

______________________________________________________________________________

Table 6
3.) Do you like to use math manipulatives?
(Anonymous survey #2)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
6.7%

I like it most of the time.

13.3%

46.7%

33.3%

I love it.

______________________________________________________________________________

Table 7
4.) Do you like writing math facts over and over?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%
37.5%
18.8%

25%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 8
4.) Do you like writing math facts over and over?
(Anonymous survey #2)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
I like it most of the time.

12.5%

I love it.
43.8%

25%

18.8%

______________________________________________________________________________

Table 9
5.) Do you like to learn math facts by singing/chanting them?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%

12.5%
68.8%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 10
5.) Do you like singing/chanting them?
(Anonymous survey #2)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%

50%
31.3%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 11
6.) How do you feel your understanding of multiplication is right now?
(Anonymous survey #1)
______________________________________________________________________________

Not good
Okay

7.1%

Good
14.3%

42.9%

35.7%

Great

______________________________________________________________________________

Table 12
6.) How do you feel your understanding of multiplication is right now?
(Anonymous survey #2)
______________________________________________________________________________

Not good
okay
18.8%

good
great

37.5%

43.8%

______________________________________________________________________________

Table 13
7.) How do you like getting up and moving , and singing to learn your math facts?
(Anonymous survey #1)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
6.3%
6.3%

I like it most of the time.

I love it.

25%
62.5%

______________________________________________________________________________

Table 14
7.) How do you like getting up and moving, and singing to learn math facts?
(Anonymous survey #2)
______________________________________________________________________________

I don't like it.

Sometimes I like it.
18.8%
37.5%

43.8%

I like it most of the time.

I love it.

______________________________________________________________________________

Table 15
Significant statements from interview #1.
Question #1: Do you like math? Why or why not?
______________________________________________________________________________
1. Most of the time. My other school did not have as hard of math as this year.
2. Yeah. Its fun, I dont know why it is.
3. I like it when we do it together. I dont like it when its really hard. Im good at it most of
the time.
4. Yes. It helps me with my handwriting, Im also good at it so that makes it funnier. I enjoy
helping others too.
5. Yeah. Im better at math than everything else. Math has always been easy for me. I like
adding and subtracting better than multiplication.
6. Most of the time. Sometimes it can be a little hard. Its easy sometimes.
7. I like it because Im good at it. Its good and it helps me learn.
8. Yes because its fun. I like adding and subtracting. I like math and I do it at home, my mom
is good at it and she helps me out with it sometimes. She taught me my twos threes and
fours.
9. Yes because sometimes its challenging, and I like challenges. I think Im pretty good at it
most of the time. I have a workbook at home that I do sometimes. I need a more challenging
one.
10. Yes because its challenging sometimes. I like challenges most of the time. Im pretty good
at it. I like it and I take my time at it. If I have hard questions, I dont go as fast because I
want to get them right.
11. Sort of. Sometimes its really, really hard and I cant figure it out. Sometimes its easy,

then I can get it done faster. Adding is my favorite, subtracting is my least favorite. Im
good at reading, Im not so good at math.
12. Sometimes I like it when we have measurement stuff. I dont like it when we do hard, hard
pages.
13. No because its hard. I dont like subtraction because you have to borrow sometimes and it
just gets too confusing.
14. Kind of. I like easy math like subtraction and adding. I like hard subtraction, like 2,8601,295.
15. Most of the time. I like it when its hard but not too hard. I like measuring and money.
16. Yes. Sometimes, when I get stuff wrong, it makes me mad. I like measurement, and clocks.
love money!
17. I like it. Because I like to do addition. Sometimes I dont like it.

______________________________________________________________________________

Table 16
Question #2 What is your favorite way to learn math?
Significant statements from interview #1.
______________________________________________________________________________
1. I like base ten stuff. I like hands on stuff.
2. I like base ten blocks and counting dots. I also like to draw pictures to solve math
problems.
3. I like workbooks. I like it when its quiet in the room because I get more done.
4. Song, because it gets me ready to do it. That way I know Ill get it right.
5. I like math tricks like knocking, and using my fingers. I like workbooks, worksheets, white
boards, group work, independent work, writing facts over, and over, and manipulative. I

like all math all the time.

6. Songs, using my fingers and workbooks.
7. I like flash cards the best. You can learn them faster that way. As you get older, you can
make harder flash cards and learn a lot of math.
8. All the ways. If I had to pick one, Id say that I like worksheets the best.
9. I like songs and rhymes the best. I like worksheets sometimes, but they can get kind of
annoying.
10. Workbook books are my favorite, then I like worksheets, then I like rhymes and songs.
11. I like tricks like knocking up and base ten blocks. I also like seeing step-by-step
directions.
12. I like rhymes. Rhymes are easier to learn for me.
13. Through money. Im used to counting money. I also like step-by-step directions.
14. I like worksheets and songs. It also helps if I can use tricks like using my fingers and stepby-step directions.
15. My favorite way is to use tricks with your fingers and manipulative. I like to use my
hands.
16. Using my fingers, base ten, some worksheets. Step-by-step directions help a little.
17. When I get help from my teacher. When I cant get it right, I need help.

__________________________________________________________________
Table 17
Question #3. How do you feel your understanding of basic multiplication facts are right now? Is
it better than is was last year?
Significant statements from interview #1
______________________________________________________________________________
1. My dad explained it in the car. I think I have it. I know more this year because my dad
explained it to me.
2. I dont know anything about it. I want to learn more about it.
3. I dont know much about them, but I think it will get better as I move along third grade.
4. I dont know much, but I want to know more about it. I know more about it this year
because my brother started telling me about it.
5. I know my zeros, ones, and twos. But I want to know all of them. Im better now, I think,
because Im older.
6. Kind of good. I dont know my facts but I want to learn them. I didnt know them last
year.
7. I know my ones through threes. I want to learn the rest of them. I think I know a little bit
more now because Ive been working on them over the Summer.
8. I dont know all of them. But Id like to learn them.
9. It would take me a while to add up all the numbers for the bigger ones, but I could get the
answer after a while.
10. I know some of them like my twos and five's. I think Ill get there. I play football, so I can
count by six pretty well.
11. I know some. Like two times five would be two rows of five. I dont have my facts
memorized. I want to get them memorized this year.

12. I only know one fact. Ten times ten is one hundred. I learned it last year.
13. Not good at it. I only know a few problems like ten times ten.
14. I think Im good at some. I would like to know all of them so I dont have to count them
up all the time.
15. Im good at some. Im as good as I was last year right now.
16. I know some. I know as much as I did last year.
17. I dont know any right now. I didnt know them last year either.

______________________________________________________________________________

Table 18
Question #4. How do you like getting up, moving, and singing/chanting math facts to learn them?
Significant statements from interview #1
______________________________________________________________________________
1. Most of the time. It depends on if Im tired.
2. I like running around and stuff. Its fun.
3. I like it even though its noisy. I dont like screaming, it hurts my ears.
4. Sometimes I like it, and sometimes I dont. Its okay.
5. I like it sometimes. I think Ill like it more when we are doing math.
6. I like it all the time.
7. I like it all the time. Songs are easier to remember. If I sing them, I remember it better.
8. Sometimes. I dont know why.
9. I like that kind of stuff. Im in gymnastics, so I like to move a lot. We get sore at
gymnastics, but not in math, except my fingers.
10. I like to move a lot so I like doing that.
11. I like it sometimes. It depends on how good the music is.

12. I like it pretty well.

13. I dont like getting up. I just like sitting down. I like singing songs, I just dont like
standing.
14. I like it a lot because you get to dance and learn and move to music. Im not good at
memorizing words to songs though.
15. I really like it. I think its my favorite way to learn. When I learn through songs, it makes it
a lot more fun.
16. I like songs and charts that I can see. I dont know why. It just helps me a lot.
17. I like music. I like guitars.

______________________________________________________________________________

Table 19
Question #1. Do you like math?
Significant statements from interview #2.
______________________________________________________________________________
1. Yes. Ive learned more now, so its easier to me. I dont care when its math time now
because its easier to me.
2. Yes because its fun. I like adding numbers.
3. Yes. If I cant answer a math question I dont like it. I like it when we do easy stuff like
multiplication.
4. Yes. I like the worksheets. Math is easy, my easiest subject.
5. Yes. I like how you can use your fingers and your mind to answer the questions.
6. Its easy.
7. Yes. Its fun and easy. It will help me in my life when I grow up.
8. Yes. Its fun. Adding and multiplication are the funest.

9. Yes because sometimes its challenging. Division is easy. Subtraction is hardest.

10. Sort of. Sometimes its hard, and sometimes its easy. Multiplication is easy. Division is
hard.
11. Kind of. Sometimes I like it, sometimes I dont. I like problem solving.
12. No I dont like it. Im just not good at it. I exceeded on my State Test. So I guess Im just
good at computer tests.
13. No. Its kind of hard. six times six is the hardest. I am learning more all the time though.
14. Yeah. Its just really easy for me. Mainly multiplication. I have always liked math.
15. Yes because I like learning things.
16. I like it. I like times and subtraction the best.

______________________________________________________________________________

Table 20
Question #2. What is your favorite way to learn math?
Significant statements from interview #2.
______________________________________________________________________________
1. Manipulative. Hands on stuff is fun. Worksheets take longer.
2. Hands on things are funnier.
3. As a group. I like going step-by-step, you dont have to focus on getting it right as much.
4. I like all different ways. It helps me get better at math.
5. Manipulative, songs, and tricks with your fingers. I cant do math in my mind. I like to see
my fingers. I also like singing.
6. I like the rap songs mostly. Regular songs are good too. They are fun to learn and do stuff
with.
7. I like drawing things out the best. It tells my brain the answer. Then I can do it better.

8. Rote and worksheets.

9. I like all the ways. I dont like drawing the problems out. I dont always know what to
draw.
10. I like the songs the best. Flash cards help a lot too.
11. Problem solving math. I dont like worksheets.
12. I like songs the best. I dont know why. Its just fun to think that you are singing in math.
13. I like drawing them out the best. Its easier for me to understand it. I can see it better.
14. Singing and flash cards. I liked the finger tricks for the nines because I always got stuck on
my nines. In flash cards I got to compete with others. That helped me a lot because I
wanted to learn them first.
15. Counting on my fingers. Sometimes I get angry, so I like to use my fingers. I dont get lost
when I can count them up on my fingers.
16. I like manipulatives. I can see better that way. I like to build things. I also liked flash cards.

__________________________________________________________________
Table 21
Question #3. How do you feel your understanding of basic multiplication facts are right now? Is
it better than it was last year?
Significant statements from interview #2.
______________________________________________________________________________
1. I understand it well. I cant get them really good. But i know what Im doing. I didn't even
know what multiplication was last year.
2. Better than it was last year. My numbers are nicer, I also write better.
3. I didn't know what it was last year. Now I know it all the way.
4. Better than last year. Last year I didnt know as much as I thought I knew. I know a lot

about it now.
5. I know it really well now. Much better than last year. When I was little my mind did not
do as well as it does now that Im older.
6. Better than last year. I did not do well in math last year.
7. Better. I worked on them with the flash cards. Im smarter now.
8. A lot better than last year. Songs helped me learn better. Flash cards helped me memorize
the facts.
9. Really good. Better than last year. Math sheets, tricks, flash cards, and songs helped me
learn math facts better.
10. Perfect. I didnt understand it at all last year. Flash cards and songs helped me learn it
better.
11. Pretty good. Im just smarter now.
12. Pretty good. Its better now because I didnt know any tricks like the nines. I also learned
by songs.
13. Kind of good. Better than last year. Having it taught to me helped. Now I see how it
works. The songs were fun too.
14. I understand it really well. I know my ones through eleven's.
15. A lot better than last year. People have been helping me a lot and that helps me know more
about it. The flash cards and songs have helped me out a lot.
16. Yes. Its the best.

__________________________________________________________________
Table 22
Question #4. How do you like getting up, moving, and singing/chanting math facts to learn them?
Significant statements from interview #2
______________________________________________________________________________
1. I like them most of the time. Sometimes Im tired and I dont want to think too much. I like
the songs. I just dont feel like moving all the time.
2. They were fun. They helped a lot.
3. I liked it a lot. It helped me learn them. It was fun.
4. It helped. Its a nice change. Funer to do than worksheets all the time.
5. I liked it. When I stand up, I feel more comfortable than when I sit down.
6. Its fun to do. Its not always funnier than workbooks, but its a nice change once in a
while.
7. I liked it. It helped me learn my facts better.
8. Good It was something different to do and it helped me learn my facts better.
9. I like them. It was something different and it helped me learn my facts.
10. liked them. I liked doing things different sometimes.
11. I liked it. I like moving.
12. I like them because I like moving.
13. It was okay. It kind of helped me learn my facts.
14. I enjoyed the songs. I liked moving.
15. Not really that good. I liked the singing, but I didnt like moving.
16. Very good. I liked the songs.

__________________________________________________________________
Table 23
Formulated Meanings of Anonymous Surveys.
______________________________________________________________________________
1. Students like math, or like it most of the time. 6.3% said they did not like it on the second
interview.
2. Students do like to learn by way of worksheets. 18.8% said that they did not like
worksheets on the second survey.
3. The students like to use math manipulatives all or most of the time. 6.7% did say that they
did not like to use manipulatives on the second survey.
4. Learning by rote memorization has a wide range of feelings. More than half of the students
said that they enjoyed it at the beginning of the study. By the end of the study, almost half
said that they did not like it.
5. The students liked to learn math facts by singing and chanting them. Both surveys had
50% or more of the students select, I love it.
6. More student felt that they understood their multiplication facts better at the beginning of
the study than at the end of the study.
7. More students liked getting up and singing their math facts better at the beginning of the
study than at the end of the study.

__________________________________________________________________
Table 24
Formulated Meanings of one-on-one interviews.
______________________________________________________________________________
1. Most students do like math. The ones that like it have always had an easy time in math
and enjoy the challenge. Students like different kinds of math, and all wanted to know more
about multiplication. A few did not like math because they said that it was hard.
2. Students enjoy learning math in different ways. Some like the visual objects like base ten
blocks, and arrays. Others like the hands on activities like drawing our arrays, and building
models. Some like doing problems in workbooks or worksheets. Others like memory tricks
such as clock five's, or using your hands on the nines. Some liked the rote memorization
of writing facts over and over, or flash cards. There were also a few that like all the ways of
learning math.
3. Students said that they knew more at the end of the study. Many said that they were good
at some of the facts in the beginning. By the end of the study, every student interviewed
said that they were better at them than last year, and many said that they knew their basic
multiplication facts very well.
4. Most of the students that were interviewed said that they liked getting up and moving
while they were singing to learn their math facts, and that it helped them learn their math
facts.

__________________________________________________________________
Table 25
Clusters of common themes
______________________________________________________________________________
1. The students like math. They dont find it as enjoyable when it gets hard. But once they
learn it, they like it.
2. Different students enjoy learning in what ever learning style that fits them best. They like
one style, or a combination of a few different styles. Some even like learning in all the
different learning styles.
3. Students do enjoy singing and chanting math facts to help them learn them.
4. Students understood the concept of multiplication better after the study was over.
5. Some students like getting up and singing and some dont. Sometimes it depends on the
song or how they are feeling on that particular day.

__________________________________________________________________
Table 26
Exhaustive Description of the attitudes of third graders towards learning basic multiplication
facts through music, movement, and repetition.
______________________________________________________________________________
Learning through music, movement, and repetition was seen as a nice change of pace for
the students. They liked singing, or chanting the songs, and found it to be a fun way of warming
up for the days math lessons. How much they liked it depended on the individuals mood, or how
much they liked the song for a particular math fact. Every student was different in the way they
enjoyed learning mathematics. The students were very eager to learn their math facts at the
beginning of the study, and they knew more about multiplication when the study was over.

Summary
Since the research question is based on students perceptions, the phenomenological
analysis as described by Colaizzi (as cited, Creswell, 1998) was followed. The study was guided
by the question of, What will my students attitudes be toward learning multiplication through
music, movement, and repetition?
This study sought to understand the students thinking as it was actually lived through
learning math through music, movement, and repetition. The study was an attempt to describe
the essence of the phenomenon.

References
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Chicago: Atheton, Albine.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall.
Brophy,T. (1988). Play and the young child: Musical implications. (ERIC Document
Reproduction Service No. ED 358 934).
Caine, R.N., Caine, G. (1990). Understanding a brain based approach to learning and teaching.
Educational Leadership, 48 (2), 66-70.
Creswell, J.W. (1998). Qualitative inquiry and research design choosing among five traditions.
California: Sage Publications, Inc.
Gardner, H. (1983). Multiple intelligences: The theory of multiple intelligences. New York:
Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Hendrick, J. (1988). The whole child: developmental education for the early years. New York:
MacMillan.

Jensen, E. (1994). The learning brain. California: Turning Point.

Jones, F.H. (2000). Tools for teaching. California: Fredric H. Jones & Associates, Inc.
Lancaster, E.A., Rikard, G.L. (2002). Across the curriculum: Learning through movement. Middle
School Journal, 33, (3), 28-33.
Locke, J. (1964). Some thoughts concerning education. P. Gay (Ed.), John Locke on education.
New York: Bureau of Publications, Teachers College, Columbia University, 1964.
McEwan-Adkins, E. (n.d.). Learning by hunches. Illinoisloop.org, Retrieved July 8, 2003, from
http://www.illinoisloop.org/mcewan_hunches.html.
Modgil, S., Modgil, C. (1976). Piagetian research: Compilation and commentary. New Jersey:
Humanities Press, Inc.
Piaget, J. (1964). Six psychological studies (A. Tenzer & D. Elkind, trans.). New York: Vintage
Books, 1968.
Radice, B. (1987). Plato: The republic. New York: Penguin Classics.
Rodgers, L.M. (2000). The effects and perceptions of early musical training on high school
students. Dissertation Abstracts International Section A, 60 (12-A), 4359 (UMI No.
4194209).
Shilling, W.A. (2002). Mathematics, music, and movement: Exploring concepts and connections.
Early Childhood Education Journal, 29 (3), 179-184.
Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall.
Sousa, D.A. (1995). How the brain learns. Virginia: National Association of Secondary School
Principals.
Strickland, S.J. (2001). Music and the brain in child development. Childhood Education, 78 (2),
100-103.
Thompson, B.R., MacDougal, G.D. (2002). Intelligent teaching: Using the theory of Multiple
intelligences in the inquiry classroom. Science Teacher, 69 (1), 44-48.

U.S. Department of Education (2002). No child left behind act of 2001: Reauthorization of the
elementary and secondary education act legislation and policies web site. Retrieved July
7, 2003, from http://www.ed.gov/offices/OESE/esea

Additional References
Arnoff, F.W. (1969). Music and young children. New York: Holt, Reinhart, and Winston.
Chen, Y.F., Martin, M.A. (2000). Using performance assessment and portfolio assessment
together in the elementary classroom. Reading Improvement, 37 (1), 32-38.
Gay, L.R., Airasain (2003). Educational research competencies for analysis and applications.
New Jersey: Merrill Prentice Hall.
Kathy, K. (1995). Moving to learn. Instructor, 104 (8), 66-69.
Nichols, B.L., Honig, A.S. (1997). Music teaches children about themselves and others. Early
Childhood Education Journal, 24 (4), 213-216.
Nisbet, S. (1991). Music and mathematics. The Australian Mathematics Teacher, 47 (4), 4-8.
Schwartz, S., Brown, A.B. (1995). Communicating with young children in mathematics: A unique
challenge. Teaching Children Mathematics, 1, 350-355.

Appendix A

Music, Movement, and Learning Basic Multiplication Facts: A Phenomenological Study.

Western Oregon University and the Department of Education support the practice of
protecting research participants rights. Accordingly, this project was reviewed and approved by
the WOU Institutional Review Board. The information in this consent form is provided so that
you can decide whether you wish to let your child participate in this study. It is important that
you understand that your childs participation in the research is considered voluntary. If you do
choose to let your child participate in the research, you are free to withdraw him/her from the
experiment at any time.

The purpose of my study is to understand childrens attitudes towards learning basic

multiplication facts through music, movement, and repetition. The procedure will be a
phenomenological study design. All students will participate in the lessons, as they will be part
of the regular classroom curriculum. However, in order for me to do interviews, tape record their
answers, submit an attitude survey, and write their responses in a graduate research project, I
need parent consent. The students who are not allowed to be part of the project will not be part
of the research upon completion of the study.

Data will be collected at two points during the study. It will be collected at the beginning
of the study, and at the end of the study. All names will be coded to a master list to protect
confidentiality. No student names will be associated with the research findings in any way, and
participants identity will only be known to the principal investigator (myself).

Data collection will consist of documents, interviews, and audio tapes. The documents
will be field notes taken by myself and the building administrator, and two anonymous surveys
taken by the students at the two points above. One of the surveys will be an anonymous survey
taken by the students. The other survey will be a one-on-one interview. The same surveys will
be taken at the beginning and at the end of the project to see if any of the students change their
feelings by the end of the study. Audio tapes will be used during the one-on-one interviews for
reliability purposes (I will play the tapes back to make sure that I wrote down each students
answers verbatim). All documents and audio tapes will be placed in a locked file cabinet in my
classroom. Only I (the principal investigator) will have access to these documents and audio
tapes. All documents, and audio tapes will be destroyed within one year of the thesis
publication.

There are risks involved with this study. Students who are uncomfortable singing may
feel some stress and anxiety. Students who choose to not sing can still benefit from the study by
listening and drawing the models involved with the lessons. Once again, you may withdraw your
child from the study at any time. If any issues do arise, we can deal with them in a positive way.

The expected benefit of this study will be information on how students like to learn, and
their attitudes about learning math through music, movement, and repetition. The benefit to the
students will be a greater knowledge of multiplication facts by use of music, movement, and
repetition. It is my hope that the students will enjoy this method of learning basic multiplication
facts.

Please sign your consent with full knowledge of the nature and purpose of the
procedures. If you have any questions not addressed by this consent form, please do not hesitate
to ask before, during, or after the study. You will receive a copy of this consent form, which you
should keep for your records.

Thank you for your time.

Daniel J. Gilmore
Gaffney Lane Elementary
13521 Gaffney Lane
Oregon City, OR 97045
(503) 785-8600

Consent statement:
I have read the above comments and agree to let my child participate in this experiment. I give my
permission to let my child be audio taped, under the terms outlined above. I understand that if I
have any questions or concerns regarding this project, I can contact the principal investigator
(Daniel Gilmore) at the above location or the WOU Institutional Review Board at (503) 8388271.

____________________________________
Childs name

__________________________________
Parent Signature/ date

Appendix B
Interview Protocol
Project: Learning Basic Multiplication Through Music, Movement, and Repetition.

Time of interview:
Date:
Place:
Interviewer:
Interviewee number:

This project is to see what third grade students attitudes are towards learning styles and
music, movement, and repetition.

Questions:
1. Do you like math? Why or why not?

2. What is your favorite way to learn math (ex. worksheets, manipulatives, songs &
chants,

rote, etc.)? Why?

3. How do you feel your understanding of basic multiplication facts are right now? Is it
better than it was last year? Why?

4. How do you like getting up, moving, and singing/chanting math facts to learn them?
Why?

(Thank the student. Assure them that they will remain anonymous throughout the entire study.)

Appendix C

Attitude Survey

Directions: Please fill out this survey honestly. Circle the number that
corresponds with your feelings about the question. Do not put your name on
the paper. I will not know who did each survey, so you may fill it out however
you feel. Dont worry; I will not think any differently about you no matter how
you answer these questions. Be honest. I think you are wonderful no matter
what your answers are!

Rating scale: 1= I dont like it. 2= Sometimes I like it. 3= I like it most
of the time. 4= I love it!

1.) Do you like math? 1 2 3 4

2.) Do you like to learn by worksheets? 1 2 3 4

3.) Do you like to use math manipulatives (like base ten blocks)? 1 2 3 4

4.) Do you like writing math facts over and over (by rote)? 1 2 3 4

5.) Do you like to learn math facts by singing/chanting them?

1 2 3 4

6.) How do you feel your understanding of basic multiplication is right now?
1

7.) How do you like getting up and moving, and singing to learn math facts?
1

Thank you for doing this survey. I appreciate your honesty. Remember, dont
put your name on it!

Appendix D
When I multiply by zero I think of this tune.
Cause when you see a zero its easy to do.
When you see a zero the answer is zero.
Zero is all it can be.
Zero is all it can be.
(Ask random facts with their reciprocals while guitar riff keeps
playing in the background.)

Appendix E
Heres a little rap where we do our ones.
There not real hard, and they are quite fun.
When you find the products of these easy facts,
Its the number that you multiply, that aint whack!
Lets try these facts cause there easy to do.
Now well say the facts so its all on you!

(Say random facts to drum beat and have students answer them
in beat with the drum.)

Appendix F
Heres a little song that I want ya to know. Sometimes well
sing it fast, sometimes well sing it slow. Well learn our math facts
well, well learn em really quick. Well memorize those facts; I
swear it is no trick. Well learn em zero through nine well take a
little time. So gram your graph paper, you are a math creator!
(Students sing along and chant products or just chant products)

0 X 2 this one you know 2 X 0 is _____

1 X 2 heres a little clue 2 X 1 is _____
2 X 2 math is not a chore 2 X 2 is _____
3 X 2 were not playin tricks 2 X 3 is ____
4 X 2 youre all doin great 2 X 4 is ____
5 X 2 well sing the song again 2 X 5 is ____
6 X 2 youre learning by yourself 2 X 6 is ____
7 X 2 its not so mean 2 X 7 is ____
8 X 2 numbers we are mixing 2 X 8 is ____
9 X 2 now I am a waiting 2 X 9 is ____

Appendix G
Singin the threes! Singin the threes! Now well
proceed, then youll agree, singin the threes!

0 X 3 this one you know 3 X 0 = 0

1 X 3 hear our decree

3X1=3

2 X 3 were not playin tricks 3 X 2= 6

3 X 3 this in divine 3 X 3= 9
4 X 3 youre learnin by yourself 3 X 4= 12
5 X 3 lean and mean 3 X 5= 15
6 X 3 threes are supreme 6 X 3 = 18
7 X 3 its just so fun 3 X 7= 21
8 X 3 youre not plenty bored 3 X 8= 24
9 X 3 rhymes with eleven 9 X 3= 27

Appendix H
Four by Four

I love singin a peppy fours song. Love learnin those fours

today. Lets go.
0 X 4 this one you know 4 X 0 is ___
1 X 4 math is not a chore 4 X 1 is ____
2 X 4 youre all doin great 4 X 2 is _______
3 X 4 youre learnin by yourself 4 X 3 is _______
4 X 4 fours are pristine 4 X 4 is ________
5 X 4 rhymes with plenty 4 X 5 is _________
6 X 4 feet tap the floor 4 X 6 is ___________
7 X 4 at lunch time many ate 4 X 7 is __________
8 X 4 purple is purdy too 4 X 8 is _______
9 X 4 in the 30 ish. 4 X 9 is ________

Appendix I
Clock Chart

Tick tock, look at the clock, tick tock, look at he clock. I look
at the clock to do my five's. I watch the time to do my times.
1 X 5 When the long hand is on the five, that's five minutes
after, 5 X 1 = 5
2 X 5 When the long hands on the two, thats ten minutes
after, 5 X 2 = 10
3 X 5 When the long hands on the three, that's fifteen minutes
after, 5 X 3 = 15
4 X 5 When the long hands on the four, that's twenty minutes
after, 5 X 4 = 20
5 X 5 When the long hands on the five, thats twenty-five
minutes after, 5 X 5 = 25
6 X 5 When the long hands on the six, thats thirty minutes
after, 5 X 6 = 30

7 X 5 When the long hands on the seven, thats thirty-five

minutes after, 5 X 7 = 35
8 X 5 When the long hands on the eight, thats forty minutes
after, 8 X 5 = 40
9 X 5 When the long hands on the nine, thats forty-five
minutes after, 5 X 9 = 45

Appendix J
Quick Six
Here we go now, well learn our facts times six. Well sing
every day, well learn em really quick. Well learn em zero
through nine, it shouldnt take much time. So here we go my
class, lets sing by each line.
0 X 6 This one you know 6 X 0 is 0
1 X 6 This song id Quick Six 6 X 1 is 6
2 X 6 youre learnin by yourself 6 X 2 is 12
3 X 6 Threes are supreme 6 X 3 is 18
4 X 6 feet tap the floor 6 X 4 is 24
5 X 6 Clean your clothes when there dirty 6 X 5 is 30
6 X 6 rhymes with dirty sticks 6 X 6 is 36
7 X 6 rhymes with forty shoes 6 X 7 is 42
8 X 6 it rhymes with itself 6 X 8 is 48, 6 X 8 is 48, 6 X 8 is 48
9 X 6 hear the lions roar 6 X 9 is 54

Appendix K
Super Sevens
Were almost done. Its been kind of fun. So heres the next
song. It wont take long.
0 X 7 this one you know 7 X 0 is 0
1 X 7 thank heaven for sevens 7 X 1 is 7
2 X 7 its not so mean 7 X 2 is 14
3 X 7 its just so fun 7 X 3 is 21
4 X 7 at lunch time many ate 7 X 4 is 28
5 X 7 its great to be alive 7 X 5 is 35
6 X 7 rhymes with forty shoes 7 X 6 is 42
7 X 7 no need to whine 7 X 7 is 49
8 X 7 heres a bag of tricks 7 X 8 is 56
9 X 7 youre almost home free 7 X 9 is 63

Appendix L
Great Eight
Weve learned our facts. There easy as can be. Weve got the
nines next, there a great trick that youll see. That leaves one
fact for eight's, thats what makes them great. Its a fact that has
a rhyme so here, youll see.
8 X 8 fell on the floor, picked itself up it was 64.
8 X 8 fell on the floor, picked itself up it was 64.
8 X 8 fell on the floor, picked itself up it was 64.
8 X 8 fell on the floor, picked itself up it was 64.
8 X 8 fell on the floor, picked itself up it was 64.
8 X 8 fell on the floor, picked itself up it was 64.

Next well do the nines. Then we will be done. Some were kind
of hard, some were kind of fun.

Appendix M
Nines
I use my hands to do my nines.
I always get the answer, now that is fine.
I put ten fingers out in a row.
I put the finger of the number down then I show
the fingers to the left show me the tens place, the fingers to the right
show me the ones place.
0X9, no fingers showin, 9X0 it wont stump no one.
1X9, I put my left pinkie down, zero in the tens, nine fingers all around. 1X9 is 9.
2X9, I put my ring finger down, 1 in the tens place, 8 all around. 9X2 is 18.
3X9, I put my middle finger down. 2 in the tens place, 7 all around. 9X3 is 27.
4X9, I put my left pointer down. 3 in the tens place, 6 all around. 9X4 is 36.
5X9, I put my left thumb down. 4 in the tens place, 5 all around. 9X5 is 45.
6X9, I put my right thumb down. 5 in the tens place, 4 all around. 9X6 is 54.
7X9, I put my right pointer down. 6 in the tens place, 3 all around. 9X7 is 63.
8X9, I put my middle finger down. 7 in the tens place, 2 all around. 9X8 is 72.
9X9, I put my right ring finger down. 8 in the tens place, 1 standing ground. 9X9
is 81.
I did my nines, I used my fingers to show, I did a little rap to make the nines
flow!