Sharon Burch

Elementary Music Education

Sharon@FreddieTheFrogBooks.com
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WEBSITES

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www.FreddieTheFrog.com

Teaching K-3 with Freddie and More
www.TeachingWithFreddieTheFrog.com

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iPad App!

More about the products
www.FreddieTheFrogBooks.com

More about Sharon
www.SharonBurch.com

STICKS!
MATH, MUSIC, AND POPSICLE STICKS

2



RHYTHM PATTERNS WITH CRAFT STICKS
1. Students sit in a circle on the floor with a rhythm instrument, set of craft
sticks, and one pipe cleaner or mallet each to create rhythm patterns.
Use pipe cleaners/mallets to create bar lines.
2. Connect rhythm patterns with bar lines to create rhythm pieces.
3. Each student chant and tap their rhythm pattern to the beat in sequential order.
4. Play a jam track. Chant and tap rhythm patterns again.
5. Ask part of the students to pat the beat while the rest chant/tap rhythm
patterns.
6. Replace patting and tapping with instruments.
7. Rotate instruments. Count off the rotation.

COMMON CORE STATE STANDARDS K-3
MATHEMATICS
ASKING THE RIGHT QUESTIONS
Asking the students the right questions is an essential part of the learning process. Questions are
the easiest way to incorporate the Common Core State Standards in the area of K-3
Mathematics while teaching music. Students are more engaged in every moment of the lesson
when using questions in the process.


POPSICLE STICKS
Follow these four steps each time. Different types of music learning and processing happens at each step.
STEP 1. PLAY THE GAME
STEP 2. SOLVE THE MYSTERY SONG
STEP 3. POPSICLE STICKS
STEP 4. REPEAT, PLAY THE GAME

3




LYRICS:

We are playing in the forest

For the wolf is far away.

LYRICS:

Pumpkin, pumpkin, round and fat,

Turn into a jack-o-lantern just like that.



4
LYRICS:

We are playing in the forest

For the wolf is far away.

Who knows what will happen to us

If he finds us at our play.



LYRICS:

No robbers out today.

No robbers out today for

We are singing on our way.

1 2 3 4


5

LYRICS:

We are playing in the forest

For the wolf is far away.

Who knows what will happen to us

If he finds us at our play.

LYRICS:

We are playing in the forest

For the wolf is far away.

Who knows what will happen to us

If he finds us at our play.


6
CORE CURRICULUM MATH

National Common Core Mathematics Standards in Music
by Scott Clark, K-3 Principal, and Sharon Burch

The following listed national core standards were found at the following website:
http://www.corestandards.org/the-standards/mathematics

Ive only included those that easily apply. Its important to follow the steps outlined and phrase questions
in a similar manner for the learning to happen. For example, I can choose to count out ten sticks and hand
them to each child, or I can lay a pile of sticks in front of a group of children and ask them to count out ten
sticks. In which scenario is the student more engaged in learning? In which scenario did I integrate a core
math standard and practice? Obviously, the second one. Whenever it is possible to give directions in the
form of a question and leading student discovery, students are engaged in learning music and
beyond.

National Core Mathematics Standards incorporated in this book

Kindergarten: Counting and Cardinality (K.CC)

Know number names and the count sequence
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
3. (Not included for the purposes of this book. To see all the standards, go to
http://www.corestandards.org/the-standards/mathematics)
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object
with one and only one number name and each number name with one and only one
object.
b. Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they
were counted.
c. Understand that each successive number name refers to a quantity that is one larger.

5. Count to answer how many? questions about as many as 20 thing arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.
Compare numbers.
6. Identify whether the number of objects in one group is greater than, less than, or equal to the number
of objects in another group, e.g., by using matching and counting strategies. (Include groups with
up to ten objects.)
7. Compare two numbers between 1 and 10 presented as written numerals.

Geometry (K.G)

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.

Grade 1: Operations and Algebraic Thinking (1.OA)
1. (Not included for the purposes of this book. To see all the standards, go to
http://www.corestandards.org/the-standards/mathematics)

7
2. (Not included for the purposes of this book. To see all the standards, go to
http://www.corestandards.org/the-standards/mathematics)
Understand and apply properties of operations and the relationship between addition and
subtraction.
3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3=11 is known,
then 3+8=11 is also known. (Commutative property of addition.) To add 2+6+4, the second two
numbers can be added to make a ten, so 2+6+4=2+10=12. (Associative property of addition.)
4. Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the
number that makes 10 when added to 8.
Add and subtract within 20
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
6. (Not included for the purposes of this book. To see all the standards, go to
http://www.corestandards.org/the-standards/mathematics)
Work with addition and subtraction equations.
7. Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which
are false? 6=6, 7=8-1, 5+2=2+5, 4+1=5+2.


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Sharon and Freddie the Frog