Games & Activities

Skip’s Counting Jams represents a major shift in the way multiplication can be taught. Typically the concepts of multiplication are introduced first- understanding groups of a set number, organizing objects into groups, then introducing how to represent the counting of groups through using terms like “multiply” of “times” or “groups of”. Then the process of memorization begins as kids have to practice and drill their way to remembering their multiplication facts. However, because children memorize the lyrics to Skip’s Counting Jams extremely quickly, they have already internalized the skip counting sequences needed to remember their times tables. Because the foundation for their memorization of multiplication facts have already been set, children, starting at younger ages, are able to easily dive into the mathematical concept of multiplication...and division! Here are the Skip’s Counting Jams games and activities you can use in the classroom or at home!

SING ALONG USING YOUR FINGERS

As you sing along to a song in Skip’s Counting Jams, keep track of the number sequence on your fingers as the children are doing in the video below. Keeping track on their fingers will be important later on as they use their knowledge of the skip counting sequence to count groups of numbers and answer multiplication problems.

Continue singing the song until children are able to sing song on their own.

Here are some different ways you can sing the songs that will emphasize the learning of the number sequences in each song:

Sing the numbers and hum the words
Sing the numbers and be silent on the words

Some of the songs allow you to continue the repetition by adding new ideas to the song:

For example, you can have the children add more kinds of green veggies for 2’s song, or add new family members or even names of students for the 3’s song.

FREEZE JUMP

This game incorporates movement, which helps children to reinforce the memorization of the skip counting sequence. This is also a great activity in the classroom for a short burst of exercise.

Directions: While singing a counting song, jump each time you sing a number. Freeze on the words of the song.

SKIP COUNT JUMPING

This is an important activity that starts to connect their understanding of the skip counting sequence imbedded in the songs with the actual mathematical concept of multiplication. It is also another great opportunity to incorporate movement in the classroom or at home.

Like freeze jump, you jump on the numbers and stop on the words.
In this activity though, you are jumping along the numbered markers.
In my music room I use music stands numbered 1 through 10 as the markers, but you could also use ten chairs with large paper taped to the backs marking the numbers 1-10, or card stock paper numbered 1-10 and folded so that they stand on their own.

Once children are engaging in this game I start to help them make connections. For example, using the 7’s song, as I jump along the markers I say, “one 7 is 7,” “two 7s is 14,” “three 7s is 21,”etc. I then have kids make predictions: “I am going to jump 3 times on the 7s song, what number of the song will I land on?” – “21” This activity is where I introduce the language, “three 7s is 21,” “four 7s is 28,” “eight 7s is 56,” etc. I use this language until I feel children are ready to use the formal language of “times” (three times seven) or “groups of” (three groups of 7.)

COUNTING GROUPS OF OBJECTS

Once children understand that they can use their knowledge of the skip counting sequences to make predictions or to count objects, they are eager and excited to have opportunities to use that knowledge. Find lots of different opportunities for them to count groups of all kinds of items in your home or classroom such as paper clips, m&ms, linker cubes. Organize the items into equal groups and then use the song that relates to the number in each group to count the objects. For example, if you have four groups of seven linker cubes, you will sing the sevens song and stop at 28.

MAKING A SKIP’S CARD SET

I made special sets of cards that give children lots of opportunities to practice counting groups and doing multiplication using the number songs. Here is how to make the cards and also some of the games that can be played with them.

Most decks of playing cards have four cards of each number. (example: there are four sevens- hearts, diamonds, clubs and spades.)
Buy three packs of playing cards and you can extract 10 of each number to make a set. If you buy 5 packs you can make two full sets.
If I am making just one set I like to draw dots over the suits so that the objects on each card are all the same.
If making multiple sets for a classroom you can buy ten packs and sort all cards by suits first and then by numbers. For example, you will have ten 7 of hearts, ten 7 of clubs, etc.

“Magic” Card Trick

(for younger ages)

Pick a card set (ex: sevens set.)
Sing the song that corresponds to that set.
Spread out all 10 cards facing up in a row.
Sing the song again while pointing to each card to remind children of the connection between the numbers in the lyrics and how they relate to the groups of dots in the cards.
Collect the cards in a stack
Put three cards out in a row one at a time facing down.
Make a big deal about not being able to see the objects on the cards.
(“Can you see the dots?” “Are you sure you are not peeking?”)
Ask: without peeking, how many total objects are there?
Some children will point to the cards and sing the song out loud. Some will be able to make the connection of using their fingers to keep track of how many cards to count.
As children give answers, have them share how they know.
Of course some children will say, “that’s not magic!” and that begins the discussion of how multiplication is really a short cut to counting groups of objects you can’t see.

CARD TOSS

This activity gives children a fun and engaging opportunity to practice their multiplication facts.

Directions: Pick a set of cards (example: sevens set)

Identify a target. (upside down hat, napkin, circle made out of shoe lace, etc)
Each person takes a turn tossing the whole set of cards one at a time.
The number of cards that hits the target equals the number of points that can be won on that turn. (Ex: if four 7’s cards hit the target potentially 4 points scored.)
However, in order to collect those points you have to be able say how many total dots there are among the cards that hit the target. (ex: if four cards are touching the target it is 4x7=28 dots.)
In order for the next person to get their turn they have to be able to say how many total dots are not hitting the target (ex: 6x7=42)

Person with the most points wins the rounds. Person who wins the most rounds out of 10 rounds wins the game.

DIVISION CARD TRICK

This game helps to make the connection of how to use the songs to do division.

Pick a set of cards (ex: sevens set).
Sing the song that corresponds to that set.
Select a number of cards out of the set (ex: three 7s cards) and hold behind your back without letting kids see how many cards you have. Say: “Can you read my mind? Altogether I have 21 dots. How many cards am I holding up?”
As children answer, have them share out loud how they know.