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A Study of the Role of Mnemonics in Learning Mathematics

Kathy DeLashmutt
Hastings, Nebraska

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A Study of the Role of Mnemonics in Learning Mathematics

Kathy DeLashmutt
Hastings, Nebraska

Math in the Middle Institute Partnership

Action Research Project Report

in partial fulfillment of the MA Degree

Department of Education
University of Nebraska-Lincoln
July 2007
A Study of the Role of Mnemonics in Learning Mathematics

ABSTRACT

In this action research study of my fifth grade mathematics teaching, I investigated

student engagement levels in the classroom, with a specific interest in the importance and

effectiveness of mnemonics in learning mathematics for all learners. I defined mnemonic

instruction as a strategy that provides a visual or verbal prompt for students who may have

difficulty retaining information. It is a memory enhancing instructional strategy that involved

teaching students to link new information that is taught to information they already know. I

investigated mnemonics effectiveness in my classroom by using two student interviews, a

teacher survey, two student surveys and student and teacher journals. I discovered that

mnemonics works for some of my students and has become a useful tool in my classroom. As a

result of this research, I plan to continue to use mnemonics not only in my mathematics class, but

also in the teaching of other subject areas.

 Mnemonics 1

INTRODUCTION

The topic of inquiry for my research project is whether using mnemonics on a daily basis

will increase my students’ understanding and retention of key mathematical concepts. The

purpose of this study is to determine if using mnemonics and connecting real-life meaning with

mathematical concepts is best for my students. By using mnemonics in the classroom, will my

students be able to retain information and use their understanding of math concepts to solve new

math problems?

My current teaching practice uses mnemonics to introduce new mathematical concepts

each day. The students and I sing or chant a rhyme that covers a new concept. We then go over

examples of the concept and practice a few of problems. As a group, I answer any problems

students still do not understand. If one student has a question, many others usually have that

same question. We work a few more problems together and then end with study time to let

students finish their homework assignment. Many of my students’ parents or guardians do not

have the math background or many work nights and are, therefore, unable to help students with

their homework. So, giving students 15 minutes to work on their homework in class is very

beneficial. I must decide to give them the time to practice at school or have them return the next

day without their homework completed. I would much rather have them feel successful in

school, than feel disappointed in themselves because they could not understand the assignment.

I want to know if by teaching my students mnemonics over a two-month period of time,

my students are able to retain the key math concepts that I am teaching them in math. I want my

students to understand the concepts and be able to communicate their knowledge with their

peers. I tell my students to, “share the wisdom.” A good mind is a waste if you do not share your

knowledge with others. I want my students to think for themselves and be able to recall the
 Mnemonics 2

meanings of the math concepts by using mnemonics. The questions I have are: Is making

connections to their world an aid in long-term memory of key math concepts? What will be the

effect of mnemonic strategies on students’ homework scores? To what degree will students’

practice their mnemonic skills with their peers?

For my problem of practice I am wondering whether or not my students were making

connections to key math concepts through the practice of mnemonics. Another thing I wonder

about was whether mnemonics might assist them with mathematical learning. Students that

practice mnemonics may retain the math concepts and be able to retrieve them at a later date.

Will they be able to communicate these mnemonics techniques with fellow classmates in order to

enhance learning and understanding of math concepts? Will all students use the strategy of

mnemonics?

When I shared my ideas with other teachers, many were reluctant to try mnemonics in

their classroom. When a few teachers tried just one of the mnemonic rhymes, they were

surprised how quickly the kids memorized the concepts. Teachers are under a lot of pressure to

have their students not only understand the concepts, but also be able to retain the information

over a longer period of time. To me, this is what teaching is all about. With increased

assessments and time restraints, teachers hope some students retain what is taught and are able to

regurgitate the key concepts when it comes to assessment day.

Problem Statement

The reason mnemonics instruction is important is because it appears to be an effective

strategy for increasing student comprehension test scores. On average, students who have been

trained in mnemonic instruction outperform students without training on comprehensive exams.

Mastropieri, Scruggs, Levin, Gaffney and McLoone (1985) suggest that the reason
 Mnemonics 3

comprehension scores are higher for students using mnemonic strategies was that the strategy

increased their ability to recall the factual information needed to answer comprehension

question. Through the use of mnemonic strategies, it is more likely that the students will be able

to remember factual information, answer questions, and demonstrate comprehension. Students

who need help understanding the concept will benefit from instruction in comprehensive

strategies.

The reason educators should care about mnemonic instruction is because it is a strategy

that provides a visual or verbal prompt for students who may have difficulty retaining

information. It follows the premise that as children learn, they are building a web of knowledge.

Students that make connections to the outside world will be able to retain the new information

and connect the key concepts to their schoolwork.

Literature Review

“Learning something new is like adding a thread to a web. For students with memory

challenges or processing disorders, a mnemonic device becomes a tool to build threads from new

to old ideas” (American Institute for Research, 2004, p. 1). When teaching young children with

disabilities, they need to have other tools in order for them to grasp the key concepts. I believe

giving my students these tools helped them retain information and connect the concepts in other

subject areas, such as language arts, science and math.

Mnemonic strategies were used in a general education setting by college undergraduates

learning foreign language vocabulary (Scruggs & Mastropieri, 1989). Later research extended

the use of such instruction into classrooms of younger students and among students with learning

disabilities. In a recent study, college students used a mnemonic strategy to study and recall

painting-to-artist matchings. All four experiments of the study repeatedly showed that those
 Mnemonics 4

students who used mnemonics substantially outperformed those who did not use them on tests

that required recall of artists and their paintings (Carney & Levin, 1991). After reviewing the

research from the four experiments, they proved that mnemonics was a definite aid in retention

of factual information. Even though these studies did not include math, mnemonics was a key

factor in retention.

Three Methods of Teaching Mnemonics

There are at least three distinct methods for teaching mnemonics: keyword, pegword, and

letter strategies. The keyword strategy is based on linking new information to keywords that are

already encoded to memory. According to Scruggs and Mastropieri (1989), the keyword strategy

works best when the information to be learned is new to students. Wang and Thomas (2000)

have shown that the initial benefits of using the key word mnemonic (an imagery-based

technique designed to foster cued recall of paired associates) are not very durable over time

when retention interval is manipulated as a between-participants variable. Whereas other studies

(McDaniel & Pressley, 1987; Pressley, Levin & Delaney, 1982) with repeated-measures designs

reported long-term benefits of the key word method. An example of keyword mnemonics that I

used in my classroom was to remember the correct placement of the numerator and denominator.

I presented a fraction using the variable N for the numerator and D for the denominator. I then

told my students the top of a map is always North, so the top of all fractions is called the

Numerator and the bottom variable (denominator) starts with a D, such as Dakota.

1 N North Numerator
4 D Dakota Denominator

Pegword strategy uses rhyming words to represent numbers or order. The rhyming words

or “pegwords” provide visual images that can be associated with facts or events and can help
 Mnemonics 5

students associate the events with the number that rhymes with the pegword. Pegword

mnemonics has proven useful in teaching students to remember ordered or numbered

information (Scruggs & Mastropieri, 1989). The pegword example that I used in my classroom

was for an improper fraction. My students were confused between a mixed numerals and an

improper fraction. So, I presented a picture of a snow cone and told them that the upper part of a

snow cone is bigger than the base of the cone, thus representing an improper fraction. This

eliminated the confusion between the two terms.

Letter strategy involves the use of acronyms and acrostics. Acronyms are words whose

individual letters can represent elements in lists of information. Acrostics are sentences whose

first letters represent to-be-remembered information. Teachers can use these letter strategies to

help students remember lists of information (Scruggs & Mastropieri 1989). Being able to make

those connections by using letter strategies gives students another tool in order to retain the new

key concepts they have learned. I use the following letter strategy or acronym in my classroom

for the correct order of operations of an algebra problem. This example is posted on a poster on

my wall for all my students to see.

P lease P arentheses
E xcuse E xponents
M y M ultiplication
D ear D ivision
A unt A ddition
S ally S ubtraction

Effectiveness

Mnemonics instruction is also an effective strategy for increasing student comprehension

test scores in Language Arts and Science. On average, students who have been trained in
 Mnemonics 6

mnemonic instruction outperform students without training on comprehension exams.

Researchers suggest the reason comprehension scores are higher for students who use mnemonic

strategies is that the strategy increased their ability to recall the factual information needed to

answer a typical comprehension question. Through the use of mnemonic strategies, it is more

likely the students will be able to remember factual information, answer questions, and

demonstrate comprehension. Students who need help understanding the concept will benefit

from instruction in comprehension strategies (Mastropieri, Scruggs, Levin, Gaffney, &

McLoone, 1985).

Mnemonic Devices

Mnemonic devices are of two main types: organization mnemonics and encoding

mnemonics. Organizational mnemonics organize and interrelate new information in memory so

information can be later recalled. Examples of organizational mnemonics are the method of loci,

the pegword mnemonic, the story mnemonic, and the link mnemonic (Bellezza, 1981). The use

of an encoding mnemonic is sometimes necessary before an organizational mnemonic can be

used. Encoding mnemonics are used to transform low-imagery, abstract material into more

memorable forms before an organizational mnemonic is used to store the information in

memory. For example, an encoding mnemonic can be used to transform abstract words into high-

imagery substitutes so that they can be stored more easily in memory. An abstract word, such as

“fiscal,” may be replaced by some semantic association, such as “money,” or by words similar in

pronunciation, such as “fish tail.” It turns out that for most people the words “money” and “fish

tail” are easier to process in memory because these words are familiar and high in imagery.

“Later, when the substitute word ‘money’ or ‘fish tail’ is remembered, it acts as a cue for the

related word ‘fiscal,’ and this latter word is recognized as the word that was to be
 Mnemonics 7

memorized” (Bellezza, 1981 p. 247). When I think of semantics, I usually associate it with

language arts or writing. I now believe that semantics plays a key role in math as well. The

example that I used in my classroom was for the definitions of mean, median and mode.

mean – the mean average (adding all of the numbers together and divide by the number
of values)
median - the number in the middle of a list of values ranging from smallest to largest
mode - the number you see one or more times
There once was a mean old average, and he had a median that was caught in the middle
of a group of numbers, and some of the mode numbers he saw more than once.

Technical mnemonic training may be more beneficial to populations who find it difficult

to generate effective strategies (e.g., children, learning-disabled individuals, older adults).

Similar students tested after a delay interval were significantly disadvantaged when

compared to mnemonic training participants and to students who had generated their own

strategies (Wang & Thomas, 2000, p. 338).

So, as students become more confident using mnemonics of their own, they will develop

their own learning strategies. Having my students write their own mnemonics was more

meaningful to them than the mnemonics that I sometimes created for them. I was amazed at the

number of creative mnemonics my students generated.

Mnemonic Studies

In this study, learning disabled junior-high school students learned the definitions of 14

vocabulary words according to a pictorial mnemonic strategy (keyword method) or via

the principles of direct instruction. Results of the first experiment showed that when

specially constructed mnemonic illustrations were provided, the keyword method was

substantially more effective than direct instruction. The keyword method continued to

surpass direct instruction in the second experiment, even when keyword students were
 Mnemonics 8

required to generate their own mnemonic images. The potential benefits of mnemonic

vocabulary instruction for learning disabled populations are considered (Mastropieri,

Scruggs, Levin, Gaffney, & McLoone, 1985, p. 57).

Having learning disabled students in my classroom, I discovered that the keyword method was

helpful with retention. (See Appendix B, in particular, questions 6 and 12.)

Long-term Effectiveness

It was difficult to judge whether my students were retaining the information for a long

period of time. Assessing whether mnemonics was absorbed into my students’ long-term

memory would require more than two months. Some of my students were able to repeat some of

the mnemonic phrases or poems we created in class after the two month period. It was hard to

determine whether they comprehended the mnemonic or whether it was the repetition of going

over the mnemonic phrases twice a week for a two month period of time.

Problems Concerning Mnemonic Devices

I was able to teach 1-2 math mnemonic phrases to my classroom for a period of two

months. I tried to use as many senses as possible to encourage the use of mnemonics. I added

music, color, pictures and gestures to increase all of the avenues that stimulate learning.

Even though the use of mnemonic devices often results in remarkable levels of recall

performance, mnemonic devices operate by the use of cognitive structures that, some

what disturbingly, have little or no relation to the conceptual content of the material being

learned (Bellezza, 1981, p. 247).

Some of the students were not paying attention or were not participating during my mnemonic

presentation. It is hard to introduce a new mnemonic when some of the students are not willing

to put toward the effort. Some of my students did not know the tunes that the mnemonic phrases
 Mnemonics 9

went along with. I then had to teach the folk song before I could teach the new mnemonics song,

this would be another one of the weaknesses of mnemonic strategies.

I found a book entitled, Mnemonic Songs for Content Area Learning, (Goldish, 2006)

which was very helpful. This book contained mnemonics for language arts, science, math and

social studies. I found three examples for math using mnemonics (see Appendix I).

One of the biggest things that I have learned from this study and from my students (see

Appendix C for student interviews) is that mnemonic instruction is an inexpensive strategy that

helps average and resource children gain access to the general education curriculum. No specific

level of teaching experience is required to learn or use this strategy. Teachers have to be very

thrifty, so finding an inexpensive way to enhance your teaching is very valuable. Using

mnemonic instruction involves no additional costs for purchase of materials or technology.

I believe mnemonics can be teacher created or student created. However, the teacher

should introduce and create mnemonics until students learn how to properly use them. Students

were encouraged to create their own mnemonics after plenty of practice using mnemonics,

students created mnemonics with appropriate and correct information. This gave my students a

real-life connection that will stay with them for a long time.

After reading all of the different literature, I was not able to find any mnemonic

connections to mathematics. Bellezza (1981) had many studies that used music, reading and

language arts to see if the students made connections with mnemonics. Were the students more

successful than the students who did not use mnemonics? Bellezza was somewhat disturbed, his

students had little or no relation to the conceptual content of the material being learned. Even

though Bellezza used many mnemonic devices, he found students’ test results were inconsistent.

Even though they showed high levels of recall of the language arts material, they were not able
 Mnemonics 10

to connect what they had learned in their writing essays. McDaniel and Pressley (1987) taught a

second-language vocabulary to grade school and college students by using pegword and keyword

mnemonics. McDaniel and Pressley noticed that both grade level and college students showed

mnemonics aided in their learning of a new language, but not at the levels that they would have

thought. For any class that is taught, a teacher shows the students how to use many different

ways to tackle a problem, but the students really cannot tell which one they used to find the

solution or if they used one. Many of my students used more than one strategy to solve a given

math problem.

My research will connect what I have learned from math mnemonics with other subject

areas. This is a good starting point for me to obtain data from my surveys and interview in an

area that has not been researched before. I have found mnemonics to be a useful tool for the

diverse population in my classroom All of the research that I have obtained did not assess using

mnemonics in math. Some of the mnemonic materials were especially designed for factual

content. A keyword mnemonic illustration for learning math vocabulary is a way to enhance

students’ achievement of the definitions of new vocabulary , both native and foreign. Even

though the mnemonics are simple I still had to be consistent and follow the same practice each

time I reviewed the new mnemonic song or phrase. I could not deviate from the rhythm of the

phrases or songs in order to be consistent over and over again. Some of my lower students would

only be able to follow the mnemonics if I taught it exactly the same way each time.

Purpose Statement

The point of my project is to see if, through mnemonics, my students’ homework scores

and retention of mathematical concepts will increase over a long period of time. The purpose of
 Mnemonics 11

my project was to determine if using mnemonics with mathematical concepts was best for my

students.

I am seeking to understand if my students’ test scores will increase due to mnemonic

strategies. I will interview 10 of my students before and after teaching mnemonics. I will see if

my students practice and share their mnemonic skills with their peers. My students will keep

individual journals and share their insights about mnemonics. I will also see if my students’

long-term memory of key concepts will increase. I will have my students fill-out two surveys to

see if their answers change over a two-month period of time. I will look at four of their

homework assignments and then pick out three students (low, middle, high) and compare their

assignment scores with the rest of my fifth grade class.

In May, I gave out 15 teacher surveys, to see if mnemonics were used in their teaching. I

also wanted to know their feelings about math before and after they started teaching. In the

survey, the teachers will be asked about their comfort zone in teaching math concepts.

I will be examining the variables of: assessments, long-term memory (retention),

keyword mnemonics, and improvement of vocabulary in seeking to answer the research

questions.

1- What will be the effect of mnemonic strategies on students’ test scores?

2- To what degree will students practice and share their mnemonic skills with peers?

3- What will be the effect of mnemonics on students’ longer-term memory of key

concepts?

Method

During my study, I decided that mnemonics was a key ingredient for my teaching. I

wanted to see if by using mnemonics each day for a two-month period of time, my students’
 Mnemonics 12

retention of math concepts would increase, stay the same, or drop. I interviewed 10 of my

students before and after my teaching of mnemonic phrases and visual aids.

The data that I collected was from many different resources. My first source was from 18

individual surveys my students were asked to fill-out on February 14th, 2007. The first six

questions were setup on a 1 – 5 scale, with 1 as “rarely occurred” and 5 as “always occurred.”

Then my students were asked to write their responses for #7 – 14. Each question had to do with

their understandings of math concepts, homework, and the use of mnemonics in the classroom

and on daily homework. Students were interviewed. I interviewed 10 of my students one-on-one

at the beginning of March 2 and then again on March 29th. I had talked to a colleague and she

had said she had conducted a few of her students’ interviews and she didn’t know if they were

giving her the answers they thought the teacher wanted to hear or if they were giving their honest

opinions. After hearing this, I decided to have her conduct half of my 10 students’ interviews and

then I would compare them with the five interviews that I conducted.

I organized my data by using tables and then tabulated the results in a table (see

Appendix C). I would list the question and then write down their responses. When I had two

forms of data to compare, (see Appendix C) I wrote the first data on the first line and then the

second entry on the second line. I then grouped my students’ data into 6 categories I then looked

at 14 of my students’ homework, and picked out the lowest, middle and highest test scores. By

looking at these test scores, I was able to see if using mnemonics was helping or hindering their

grades. The three students that I chose were low (Nan1), middle (Len) and highest (Ian) students

in my classroom, based on their homework assignments (see Appendix A). I then graphed four

of their homework grades (April 4, 11, 18, and 25) and averaged them together. I then averaged

all three students’ grades from each homework assignment to see how they compared to the
1
All names are pseudonyms.
 Mnemonics 13

classroom’s average. I was making a comparison between the whole class and the three

individual students on whether mnemonics helped my students on their homework assignments.

Findings

During the month of April, I collected four homework assignments (April 4, 11, 18, 25).

Appendix A shows all of my fifth grade students’ four homework assignments. I wanted to show

all of my classes’ homework assignments, so I could discover who were the low, middle and

high student in my math class. The three I chose are in bold print.

Following each of the charts, I describe three students and a little background knowledge

about each one. Each student is unique and I wanted to show three examples of the diverse

population I have in my classroom.

Nan Low Math Student

100 90

80 75 75
70
65
60
Homework
40

20

0
HWK
HWK 1 HWK 2 HWK 3 HWK 4 AVERAG
E
Homework 70 65 75 90 75
Homework

Nan, is one of my low math students. She had just come from Spain in February. However,

English is her first and only language. Her Math skills are rather low and she is trying to fit in to

the American school system as best as she can. Her basic math skills are lower than most of my
 Mnemonics 14

fifth graders. I chose 4 of Nan’s homework assignments from April 4, 11, 18, and 25th. These

Len, Middle Math Student

100
100 91
90 85 86.5
80
70
70
60
50 Homework
40
30
20
10
0
HWK
HWK 1 HWK 2 HWK 3 HWK 4 AVERAG
E
Homework 91 70 85 100 86.5
Homework

homework assignments consisted of the end of our division unit and the first three weeks of

fractions. Her homework average after 4 assignments was a 75%, which you can see in the right

column.

Len, is one of my middle math students. He has been in my classroom all year long. He

has great math skills, but his behavior gets in the way of his progress. I chose four of Len’s

homework assignments from April 4, 11, 18, and 25th. These homework assignments consisted

of the end of our division unit and the first three weeks of fractions. His homework average after

four assignments was a 86.5%, which you can see on the right column.
 Mnemonics 15

Ian, High Math Student

140
130

120

101
100 94
90 90

80

Homework

60

40

20

0
HWK 1 HWK 2 HWK 3 HWK 4 HWK AVERAGE
Homework 94 90 130 90 101
Homework

Ian is one of my high students. He has been in my classroom all year long. He has great

math skills, but his shyness (from being new this year to our school) tends to restrain him from

sharing his wisdom with his peers. I chose four of Ian’s homework assignments from April 4, 11,

18, and 25th. These homework assignments consisted of the end of our division unit and the first

three weeks of fractions. His homework average after four assignments was a 101%, which you

can see on the right column. Ian has very high grades, because he double checks his work and

always exceeds my expectations, especially when given the option of bonus points. As one can

see, the 130% was because Ian did 15 extra problems to boost his score to a 130%.
 Mnemonics 16

3 Students' Grades and Class Average

150

100

50

0 4-Apr
Class
11-Apr
Nan Len Ian Homewor
k Average 18-Apr

70 91 94 85 25-Apr
4-Apr
April Class Average
11-Apr 65 70 90 75
18-Apr 75 85 130 96.66667
25-Apr 90 100 90 93.33333
April Class 75 86.5 101 87.5
Homework Dates

This is a chart of all four students, their four homework grades, and the last column shows the

averages from each of the homework assignments. I thought this would be a good comparison to

see all four students and their averages. From this graph, I can see that Len’s grades had

improved over the month of April. Nan’s grades tend to stay the same during the month of April.

Ian’s grades stayed consistent throughout April.

The following are the two interviews that two of my colleagues and myself administered

to ten of my fifth grade students on March 2 and 29, 2007 (See Appendix C). After talking to

my colleague, she thought that some of her students gave her the answers to her interview

questions that were not their true opinions. They were giving her the answers that they thought

she wanted to hear. They did not want to hurt her feelings and make her feel that she was a bad

teacher. So, I decided to have my colleague give half of my first interviews and I would give the

other five of the interviews. After comparing the results, I feel that my students were giving both
 Mnemonics 17

of us their true opinions about the questions. I believe my students were consistent in their

interviews, no matter who the interviewer was.

I decided to pick 9 out of the 13 questions to respond to the first question in Appendix C

after interviewing my students. I was surprised that all responded to the first question saying that

they liked math this year. I was very glad to see such a love for math from all of my students.

Question two was about how much time they were working on homework, on average, per night

(see Appendix C). I was surprised that most of my students were working less than 35 minutes

per night on homework. I would have thought it would have been much higher. I was surprised

by student, Sue, that her first answer was 15 minutes and now her answer is two hours. I did not

know she was working on homework that long. When I asked her mother, she responded, “She

works on homework about two hours each night, which includes all subjects, not just math

homework.” Of the ten students that were surveyed, three had stated that they worked 15-20

minutes per night on homework, five stated that they worked 25-35 minutes and two worked 40-

50 minutes per night, when given the survey on March 2, 2007. When given the same question

on March 29, their responses included two students who said 15-20 minutes, seven students who

said 25-35 minutes and one student, Sue, who changed her answer from five minutes to two

hours per night. In my classroom, we go over the previous homework assignment for 10 minutes

and they may ask any questions that they had trouble answering and then they hand in their

homework. I then teach 20 minutes on the lesson of the day and give them 20-30 minutes to

work on their homework assignments or to ask questions. So, very few of my students should

have problems to complete at home. If they use their study time wisely, they should not have

homework.
 Mnemonics 18

In Appendix C, question 3 asked, Do you like to present your homework on the

chalkboard? Their responses to this question included six who said they like to share their work

because it helped other students. One student responded, “Yes, I like to do homework on the

chalkboard because you find out if your answer is right or wrong.” Two of my students stated

“No, I didn’t like to do homework on the chalkboard because if I get it wrong, I will get

embarrassed.” I have two shy little girls from Mexico, but even they are excellent math students.

They have a hard time explaining their solutions to the problems. This might be why they get

embarrassed in front of their peers. We have really used sharing their work on the board as a

learning tactic rather than as a critique of being right or wrong. Some students were embarrassed

at first, but by the end of the first quarter, they learned from others’ mistakes or learned a new

way to solve the same problem. I told them, “You probably have the same questions or make the

same small error as other kids in class. This is a learning project, we are all here to learn may

different ways to approach the same problem. If you can show someone else an easier way to get

the same solution, great!” Many of my students are making the same mistakes and it is good to

see them express their answers on the board and then have someone else tell them, “Hey, I did

that too.” Students use the overhead projector to show work. I never thought much about using

the overhead until one student asked “if he could write his solution on the overhead.” I

responded, “Absolutely.” As we interviewed the students again, I was glad to see that seven out

of the ten liked to share their answers and to help others. Two agreed and wanted to find out if

their answer was right or wrong. Only one student responded that she was too shy.

In Appendix C, question 4, I was surprised by students’ responses to the question, “What

are the benefits of presenting your results on the chalkboard?” Six out of 10 responded, “that by

showing your work, it helps others.” Three responded, “it was easier to understand,” and one
 Mnemonics 19

student said that he was getting smarter and when he showed his solution to the class, it made it

easier to explain how to do it. They are becoming great peer models and are so willing to share

their wisdom with others. They are getting more confident in their math and it does make it

easier if they know what they are doing. Their next responses on 3-29-07 were very similar to the

previous answers. They enjoyed helping others and it was easier to explain their answers.

In Appendix C, question 7, was, do mnemonic keywords help you in remembering key

concepts? Eight out often students said, “Yes, in division, fractions and multiplication.” One

said, “No.” When given the same question on March 29, three stated “yes,” two said” no” and

two didn’t remember. Two students changed their answer and said, they used it to solve story

problems. I responded, “Marvelous.” I think that mnemonics is helping half of my students, so I

am happy with the results. If I am seeing 50% of my students improve due to mnemonics, I feel

very successful.

In Appendix C, question 9 states, “Has your attitude about working math problems

changed during the fifth grade year?” I was surprised how they are learning so much this year. I

have learned so much from this class. They are opening up their minds and really thinking

outside the box. I see evidence of this when I see responses like the following: “I learned more, I

understand it more, I like it more, it makes all my work worthwhile.”

In Appendix C, question 10 shows 100% of my students stated that “this year math was

easier because Mrs. DeLashmutt shows it first then I get the hang of it.” Also, “Mrs. DeLashmutt

helps you and it’s like a game. It’s fun!” “She makes it easier and she goes over it with us and

she makes up rhymes to make it easier to learn math.” I believe fifth grade math is very tough.

We are taking basic concepts and really turning them up a notch. We are also introducing many

concepts they are never seen before, especially with fractions and story problems. My students
 Mnemonics 20

have added fractions before, but now we are talking about how to get common denominators,

multiplying and dividing fractions. When you divide a fraction, they learn the word reciprocal, a

brand new concept. My class has been exposed to many math concepts that I never felt

comfortable teaching until this year.

On May 9th, I gave out 14 teacher surveys to my colleagues. These consisted of two

teachers from each grade Kindergarten to 6th grade and one ELL teacher. Of the 14 teachers, 13

surveys were returned. The only teacher who did not respond was out on maternity leave. Since

my topic was on mnemonics, I did not think every teacher would know what mnemonics was, so

I put a sample of some phrases from a book I found in Scholastic. “Mnemonic Songs for Content

Area Learning.” I ran off a couple on colored paper and attached it to each survey. They were so

kind and responded in two days. I love to cook and they were all happy to do it. One teacher

said, “I would have filled out the survey without the dessert, but I am so glad you are cooking for

us.” I was very impressed with the overwhelming response from my colleagues. This is a very

busy time for teachers and they were so courteous toward my math program.

In Appendix D, question 1, I have six of the 12 responses from my colleagues at school. I

chose these questions because I could input their responses in five or six columns. My first

question was, “Do you enjoy teaching math this year, why or why not?” Nine of the teachers

said, “Yes, I enjoy teaching math and the challenges of teaching students.” Also, “I enjoy

teaching with manipulatives and hands-on materials.” “Yes, I like to teach math, but I’m always

teaching ELL language. This year I am teaching new third graders math.” The negative

responses came from four of the teachers. Their responses were “no, to assessment driven, not

enough time to cover everything.” “No, Kindergarten does not have a real book, must find

everything on my own.” So, nine out of 13 teachers enjoy teaching math while four out of 13
 Mnemonics 21

teachers have a burden of assessments and lack of curriculum that puts a damper on their

enjoyment of teaching math.

Appendix D, question 2 asked, “How much time on average do you spend on Math in

your classroom on a daily basis?” Two teachers responded 20-30 minutes. Seven said 40-45

minutes and four said 50-60 minutes. The people who responded 20-30 minutes caught my

attention. In our district, we are to be teaching math for 40-50 minutes per day. This is half of

what is expected.

In Appendix D, question #7 states what mnemonic phrases or techniques do you use in

your teaching? Two responded, “Can’t think of any?” Two used the planets’ order in science to

aid in the proper order of the planets. Four had used them when teaching multiplication or

division, such as divide, multiply, subtract, bring down. Two said, “they used mnemonics in

science Language Arts, and spelling by using rhymes, songs, picture clues, chants and poetry.”

“PEMDAS- which is order of operations that we use in Math. P-please E – excuse M-my D-Dear

A-Aunt S-Sally. And BASMO to remember the southern provinces of South America.”

The two kindergarten teachers responded “simple ones for writing letters, 5-down, around, put a

hat on top and using nursery rhymes and other chants to remember the presidents.” Wow!

I am glad to see that 11 out of 13 of my colleagues are using some form of mnemonics in their

classroom. Hopefully, after this study, I will find more mnemonics to share with my colleagues.

In Appendix D, question 9, “Do you share your mnemonic skills with other teachers that

are not in your building? Seven stated “yes” and 6 stated “No or had no answer was given.” As

teachers, we tend to incorporate our great ideas into our curriculum but do not have time to share

them with other colleagues. I hope to see that change in the future. We are going to have learning

team meetings every Wednesday from 3:45-5:00 next year. These learning teams consist of 8
 Mnemonics 22

teachers from each grade, Kindergarten through sixth grade, that teach in the Hastings Public

School System. I am looking forward to these learning team meetings. This will be a valuable

time to exchange and share ideas.

In Appendix D, question 10, states “Was Math difficult or easy for you in elementary

school?” Six said, “Challenging or difficult, especially in high school.” Six said, “Easy.” and one

said, “Hard, wasn’t ready to learn.” One of the teachers said that she was very sick in fifth grade

and the missed two weeks of school. When she returned to school, she had missed out on the

fraction unit. She was struggling when she was trying to make up the homework assignments and

the teacher said, “Too bad, I don’t have time to go back and teach that again, so she failed that

quarters math.” How sad, that a teacher would not give a little extra time to help catch up a

student. The last question was #12 and states “How do you as a teacher, help students feel more

comfortable about Math?” Eight out of 13 said, “Make it fun and challenging, by using games

and hands-on activities, and manipulatives.” By focusing on success even when learning is

difficult. Be able to re-explain things over and over in different ways. Teach in smaller groups

and one-on-one, if needed. Also, start with what they know and expand on their background

knowledge. Peer teaching is a very powerful tool.

CONCLUSIONS

My findings suggest that mnemonics helps many students, but not all of them. Some of

the students would rather just learn the math concepts, instead of having to learn a form of

mnemonics to remember the concepts. I noticed that some of my lower students used the

mnemonics to help retain key math concepts. I also used mnemonics in other classes to help

some of my students help retain science and language arts concepts.

 Mnemonics 23

My students are living proof that if you give them the encouragement, confidence and

proper mnemonics that they can achieve great thing. My students were excited about math and

have had many opportunities to broaden their math horizons and look outside the box when

doing many of the problem of the day story problems. They are looking for keywords in story

problems and are able to decipher what information they need and can disregard.

Many of the problems that I had with students in the past were die to lack of interest and

dedication to increasing their math knowledge. My students needed to feel more confident about

their math knowledge and be willing to share the wisdom with their peers. Sharing one’s wisdom

with others makes one very powerful. If you do not share what you know with others, you are

just being greedy. Many of the students in my Math in the Middle class have expressed they are

taking more time to have the students brainstorm and share their ideas or solutions to a problem

in front of the class. Classroom participation is very important and should be used in every

classroom. It is a very powerful tool.

The scholarly literature does support the importance of making connections with one’s

students. When I was looking for research in the math area while using mnemonics, I could not

find any. Math is one of the subject areas that limited mnemonics research has been done in..

Researchers suggest that the reason comprehension scores are higher for students using

mnemonic strategies is that the strategy increased students’ ability to recall the factual

information needed to answer a topical comprehension question. Through the use of mnemonic

strategies, it is more likely that students will be able to remember factual information, answer

questions, and demonstrate comprehension. Students who need help understanding the concept

will benefit from instruction in comprehension strategies (Mastropieri, Scruggs, Levin, Gaffney,

McLoone, 1985). Mnemonics is a memory enhancing instructional strategy that involves

 Mnemonics 24

teaching students to link new information that is taught to information they already know.

According to Levin (1993) mnemonic instruction is useful for students across a wide age range.

“Teachers instruct students in the use of mnemonic strategies by using both visual and verbal

cues” (American Institute of Research, 2004, p. 1).

IMPLICATIONS

As a result of my study on mnemonics, I will be taking the following actions. I will

continue to use mnemonics in my classroom. I will find more mnemonic phrases or chants that

would help make connections between key concepts to my students. My students enjoyed

mnemonics in math, so I will find other mnemonic phrases to use in other subject areas. I feel

that my students benefited by using mnemonics and wanted to know when we would be using

them in language arts, science and writing class.

After reading my students’ surveys, I am impressed with their love for math and their

willingness to enhance their math abilities and there willingness to share their wisdom with other

fifth grade classrooms and their siblings. Many of my students were encouraged to use

mnemonics in and outside of the classroom. In the future, I will make a bulletin board with

mnemonic phrases and chants that were successful this year. Hopefully, we will continue to add

to this list for future references. I foresee that I will have a long list if this year’s class was any

indication of what is to come.

 Mnemonics 25

REFERENCES

American Institute For Research. (2004). Access center improving outcomes for all students K-8,
U.S. Ideas that work, Office of Special Education Program.

Bellezza, F. (1981). Mnemonic devices classification, characteristics and criteria. Review of

Education Research, 51(2), 247-275.

Carney, R. & Levin, J. (1991). Mnemonic facilitation of artists and their paintings: Effects of
familiarity and correspondence. Contemporary Educational Psychology, 16, 154-170.

Hwang, Y., & Levin, J. (2002). Examination of middle-school students’ independent use of a
complex mnemonic system. The Journal of Experimentation Education, 71, (1), 25-38.

Goldish, M. (2006). Memory-boosting mnemonic songs for content area learning. Scholastic
Inc.: New York, New York.

Levin, J. (1993). Mnemonic strategies and classroom learning: a twenty-year report card.
Elementary School Journal, 94(2), 235-244

Mastropieri, M., Scruggs, T., Levin, J., Gaffney, & McLoone, B, (1985). Mnemonic vocabulary
instruction for learning disabled students. Learning Disability Quarterly, 8(1), 57-63.

McDaniel,M. & Pressley, M. (1987). Imagery and related mnemonic processes, theories,
individual differences, and applications. New York: Springer-Verlag.

Pressley, M., Levin, J., & Delaney. (1982). The mnemonic keyword method, Review of
Educational Research, 52(1), 61-91.

Scruggs,T. & Mastropieri, M. (1989). Mnemonic instruction of LD students: A field-based

evaluation, Learning Disability Quarterly, 12(2), 119-125.

Wang, T., (2000). Looking for long-term mnemonic effects on serial recall: The legacy of
simonides, The American Journal of Psychology, 113(3), 331-340.
 Mnemonics 26

APPENDIX A

Individual
Name # Corresp. 4/4/07 4/11/07 4/18/07 4/25/07 Average

Jd 1 76 90 85 80 82.75
As 2 82 100 112 100 98.5
Ka 3 79 100 118 100 99.25
Rn 4 73 100 85 100 89.5
Mn 5 70 65 75 90 75
Sa 6 61 100 65 80 76.5
Je 7 73 100 107 100 95
Pn 8 76 70 119 80 86.25
Tr 9 88 100 99 100 96.75
Jn 10 75 80 70 90 78.75
Dl 11 86 100 100 100 96.5
Ky 12 91 70 85 100 86.5
Jk 13 94 90 130 90 101
Cy 14 94 100 85 100 94.75
In 15 82 80 90 100 88

Class 80 89.6666667 95 94 89.66666667

Average

Fifth Grade Math Class during the month of April, 2007.

From the above chart, I found the low, middle and high math students in my classroom.
 Mnemonics 27

APPENDIX B

18 student surveys,. First one given on 2-14-07 and the second on 5-1-07. 17 surveys were
completed on both dates.

Results from Student Survey (rounded to nearest whole number + or -1%)

1. I like math. 1-rare 2 3 4 5-always
given 2-14-07 1/17 – 6% 0/17 – 0% 0/17 – 0% 7/17 – 41% 9/17 – 53%
given 5-1-07 0/17 – 0% 1/17 – 6% 3/17 – 17% 7/17 –41% 6/17 – 36%

2. I am good 1-rare 2 3 4 5-always

at math.
given 2-14 1/17 – 6% 0/17 – 0% 5/17 – 29% 6/17 – 36% 5/17 – 29%
given 5-1-07 0/17 – 0% 3/17 – 17% 4/17 – 24% 6/17 – 36% 4/17 – 24%

3. Mnemonics 1-rare 2 3 4 5-always

is important.
given 2-14 2/17– 12% 0/17 – 0% 3/17 – 17% 2/17 – 12% 10/17-59%
given 5-1-07 2/17 –12% 0/17 – 0% 3/17 – 17% 5/17 – 29% 7/17 - 41%

4. I use 1-rare 2 3 4 5-always

mnemonics
often.
given 2-14 2/17 – 12% 1/17 – 6% 3/17 – 17% 2/17 – 12% 9/17 – 53%
given 5-1-07 4/17 – 24% 3/17 – 17% 7/17 – 41% 2/17 – 12% 1/17 – 6%

5. I feel it is 1-rare 2 3 4 5-always

important to
use
mnemonics
to remember
key
vocabulary
words.
given 2-14 1/17 – 6% 0/17 – 0% 2/17 12% 3/17 – 17% 11/17-65%
given 5-1-07 0/17 – 0% 0/17 – 0% 0/17 –0% 7/17 – 41% 10/17-59%
 Mnemonics 28

6. My 1-rare 2 3 4 5-always
grades
improve
when I use
mnemonics.
given 2-14 1/17 – 6% 1/17 – 2/17 – 6/17 – 7/17 –
6% 12% 36% 41%
given 5-1- 0/17 – 0% 0/17 – 2/17 – 9/17 – 6/17 –
07 0% 12% 53% 36%
7. This is multiplication division fractions, no addition story
my favorite I’m good at it fun and answer problems
math and it is easy. easy
concept and
why?
given 2-14 11 2 0 0 3 1
given 5-1- 8 2 5 2 0 0
07

12. My it helps me figure out fun and get better no answer

teacher feels remember the helps you
it is key concepts meanings of learn more
important to makes it words
use easier
mnemonics
in math
because
given 2-14 8 1 3 2 3
given 5-1-07 10 1 3 1 2

13. Is there a if you no when you if it yeah, if when

time when don’t already interrupts you’re working
you should know know the other camping or on hard
not use how to answer people reading problem
mnemonics use them or
and if so, dividing
when?
given 2-14 1 10 1 1 2 2
given 5-1-07 3 6 2 1 1 4
 Mnemonics 29

APPENDIX C

The following are the two interviews that my two colleagues and myself gave 10 of my fifth

grade students on March 2 and 29, 2007,

1. Do you yes no
enjoy Math
this year?
given 3-2-07 10
given3-29- 10
07

2. How 15-20 min 25-35 min 40-50 min 55-60 min 2 hours
much time
on average,
do you spend
on
homework
assignments?
given 3-2-07 3 5 2
given3-29- 2 7 1
07

3. Do you yes, share yes, find out no, if it is no, I’m shy
like to your work if your wrong, I get
present your and help answer is embarrassed
homework others right or
on the wrong
chalkboard?
given 3-2-07 6 1 2 1
given3-29- 7 2 1
07

4. what are show your easier to get smarter

the benefits work and understand and show
of presenting help others the class,
your easier to
problems on explain how
the board? to do it
given 3-2-07 6 3 1
given3-29- 7 2 1
07
 Mnemonics 30

7. Do yes, in yes, in yes, in yes, 8 x no don’t solve

mnemonic division fractions multiplication 8 on the remember story
keywords floor, problems
help you in 56=7x8 playing
remembering nintendo
key 64
concepts?
given 3-2-07 2 2 3 1 1 1
given3-29- 1 1 1 3 2 2
07

9. Has your no a little I’m yes, I have I I like it

attitude getting learned understand more
about better more it more
working
math
problems
changed
during the
fifth grade
year?
given 3-2-07 2 1 2 5
given3-29-07 1 4 5

10. What easier, easier, easier, easier, Mrs. easier, easier, easier
makes Math because because I because DeLashmutt because she goes now,
difficult or Mrs. know some the teacher helps you I over it because
easy for you? DeLashmutt mnemonics goes over and it’s like learned with us I have
shows it and my it with us a game. It’s what the and she worked
first then I multiplication and we fun. words makes harder
get the hang facts can ask mean. up and
of it questions. Nothing rhymes studied
I difficult. to make harder
understand it easier to learn
it better. to learn math
math this
concepts year.
given 3-2-07 3 1 1 1 1 1 1
given3-29-07 4 3 3
 Mnemonics 31

10B What I use more help us show more use teach nothing- work 1-
could don’t mnemonics get it, talk mnemonics mnemonics- them just right on-1, in
teachers do know to us it helps a lot more pairs,
to help about it and and in
students show us make group
feels more how to them
comfortable remember do it
about problems right
Math?
3-2-07 2 2 1 1 1 1 2
3-29-07 1 2 2 5
5 1 2 2 5
 Mnemonics 32

APPENDIX D

Teacher Interview Surveys given May 9, 2007 to 14 teachers. 13 surveys returned.

1. Do you yes, I enjoy yes, I enjoy yes, I like to no, to No,

enjoy teaching teaching with do teach assessment Kindergarten
teaching math this manipulatives math but driven, not does have a
math this year and the and hands on always enough time real book,
year, why or challenges of materials teaching to cover must find
why not? teaching ELL everything everything
students. language. on my own.
Teaching
new 3rd
graders math
this year.
6 2 1 3 1

2. How 20-30 40-45 min 50-60

much time minutes
on average
do you
spend on
Math in your
classroom
on a daily
basis?
2 7 4
 Mnemonics 33

7. What can’t use in songs Math, PEMDAS, simple ones addition

mnemonic think science, about Science, Homes=5 for writing say 3
phrases or of planet multiplic L.A, and great lakes, letters plus 3
techniques any order ation Spelling BASMO- 5-down, equal 6
do you right and or rhymes, southern around, put
use in now other division songs, provinces of a hat on
your science (ex. picture South
teachng? concepts divide, clues, America
multiply, chants,
subtract, poetry
bring
down
2 2 4 2 1 1 1

9. Do you share yes, with other yes, order of no No answer

your mnemonic teachings. operations
skills with other Shared Please
teachers that quantum Excuse
are not in your learning stuff. My
building? Dear
Aunt
Sally
6 1 3 3

10. Was Math challenging in difficult easy hard, wasn’t

difficult or easy elementary ready to learn
for you in hard in high
elementary school
school?
3 3 6 1

12. make it fun games and present it focus on re-explain start

and hands-on many different success things with
challenging activities ways even over and what
manipulatives when over in they
and variety of learning different know
activities is ways, in and
difficult smaller expand
groups on it.
and one peer
 Mnemonics 34

on one if teaching
needed

2 2 4 1 3 1
 Mnemonics 35

APPENDIX E
Survey Questions
Please give your honest response to each statement,
on a scale from 1-5,
1 means rarely and 5 means always.
Please circle one answer for each statement
below.

1. I like math. 1 2 3 4 5
2. I am good at math. 1 2 3 4 5
3. Mnemonics is important. 1 2 3 4 5
4. I use mnemonics often. 1 2 3 4 5
5. I feel it is important to use 1 2 3 4 5
mnemonics to remember
key vocabulary words.
6. My grades improve when I 1 2 3 4 5
use mnemonics.

COMPLETE THE FOLLOWING STATEMENTS.

7. This is my favorite math concept and why?

8. One good thing that happened in math is:

 Mnemonics 36

9. One not so good thing that happened in math is:

10. What I wish my math teacher knew about me

is:

11. I feel that showing your work is important

because….

12. My teacher feels it is important to use

mnemonics in math because…

13. Is there a time when you should not use

mnemonics and if so, when?

14. I do not like to use mnemonics because….

 Mnemonics 37

APPENDIX F

5B Student’s name_________________________ Date __________________________

Given by ______________________________
(A few examples of mnemonic phrases are enclosed).

Student Interview Questions

1. Do you enjoy Math this year?

2. How much time on average, do you spend on homework assignments?

3. Do you like doing homework presentations on the chalkboard? Why or why not?

4. What are the benefits of presenting your problems on the board?

5. How successful do you feel about using Math skills you have learned in class, outside of
class? Give and example of a Math concept you used in another class, such as, Science,
Reading, etc?

6. Why is it important to know the meanings of vocabulary words you see in Math?

7. Do mnemonic keywords help you in remembering key concepts?

 Mnemonics 38

8. Do you share your mnemonic skills with other students that are not in your Math class?
What mnemonics have you shared with other students?

9. Has your attitude about working math problems changed during your fifth grade year?

10. What makes Math difficult or easy for you?

Have you ever had a really bad experience with Math? If so, what happened?

What could teachers do to help students feel more comfortable about Math?

11. Had you ever used mnemonics before this year? If so, what were they?

12. Is there anything you want to know about me?

13. Is there anything else I should know about you to better understand your problems in
Math or your general Math experience?
 Mnemonics 39

APPENDIX G

Name ___________________________

Date 5-9-07
(A few examples of mnemonic phrases are enclosed).

Teacher Interview Questions

1. Do you enjoy teaching Math this year, why or why not?

2. How much time, on average, do you spend on Math in your classroom on a daily basis?

3. Do your students present some of their homework on the chalkboard, to share with their
peers? Why or why not?

4. What are the benefits of presenting their work on the board?

5. How successful do you feel about using Math skills you have learned in and outside of
class, in your classroom? Give and example of a Math concept you used in another class,
such as, Science, Reading, etc?

6. Why is it important for students to know the meanings of vocabulary words you present
in Math?

7. What mnemonic phrases or techniques do you use in your teaching?

8. What mnemonic keywords help your students retain key concepts?

 Mnemonics 40

9. Do you share your mnemonic skills with other teachers that are not in your building?
What mnemonics have you shared with other teachers?

10. Was Math difficult or easy for you in elementary school? Explain.

11. Have you ever had a really bad experience with Math? If so, what happened?

12. How do you as a teacher, help students feel more comfortable about Math?

13. Had you ever used mnemonics before this year? If so, what were they?

14. Is there anything else I should know about you to better understand your problems in
Math or your general Math experience?
 Mnemonics 41

APPENDIX I Multiplication Facts (sung to “Down by the Station”)

Multiplication, Numbers 1 to 10
Multiplication numbers, When multiplied by 6 are
A quick way to count! 6, 12, 18, 24, 30, 36,
Choose any number, 42, 48, 54, and 60.
Then choose another Multiples of 6 increase very quick!
Multiply the numbers
To find the amount.

Numbers 1 to 10 Numbers 1 to 10
When multiplied by 2 are When multiplied by 7 are
2, 4, 6, 8, 10 and 12, 7, 14, 21, 28, 35,
14, 16, 18, and 20. 42, 49, 56, 63, 70.
Multiples of 2 are oh, so swell! Multiples of 7 really come alive!

Numbers 1 to 10 Numbers 1 to 10
When multiplied by 3 are When multiplied by 8 are
3, 6, 9, 12, 15, 18, 21, 8, 16, 24, 32, 40, 48
24, 27, and then 30. 56, 64, 72, and 80
Multiples of 3 are extremely fun! Multiples of 8 are truly great!

Numbers 1 to 10 Numbers 1 to 10
When multiplied by 4 are When multiplied by 9 are
4, 8, 12, 16, 20, 24, 9, 19, 27, 36, 45
28, 32, 36, and 40. 54, 63, 72, 81 and 90.
Multiples of 4 are numbers Multiples of 9 really come alive!
to adore!

Numbers 1 to 10 Numbers 1 to 10
When multiplied by 5 are When multiplied by 10 are
5, 10, 15, 20, 25 10, 20, 30, 40, 50, 60 and
30, 35, 40, 45, and 50. 70, 80, 90, and finally 100.
Multiples of 5 really come alive! Multiples of 10 are truly grand!

P. 68 MULTIPLICATION MNEMONICS

Fractions (sung to “When the Saints Go Marching In”)

 Mnemonics 42

Oh, when a pizza’s cut in half,

Oh, when a pizza’s cut in half
There are equal parts for two people,
When a pizza’s cut in half.

Oh, when a pizza’s cut in thirds,

Oh, when a pizza’s cut in thirds,
There are equal parts for three people,
When a pizza’s cut in thirds.

Oh, when a pizza’s cut in fourths,

Oh, when a pizza’s cut in fourths,
There are equal parts for four people,
When a pizza’s cut in fourths.

Oh, when a pizza’s cut in fifths,

Oh, when a pizza’s cut in fifths,
There are equal parts for five people,
When a pizza’s cut in fifths.

Oh, when a pizza’s cut in sixths,

Oh, when a pizza’s cut in sixths
There are equal parts for six people,
When a pizza’s cut in sixths.

P. 71 FRACTIONS

Decimal Point (sung to “Mary Had a Little Lamb”)

Chorus:
Some numbers have a decimal point, 0.3 is three tenths
Decimal point, decimal point. 0.5 is five tenths.
Some numbers have a decimal point 0.7 is seven tenths.
To show amounts in tenths. The decimal shows the tenths.
Chorus
2.1 is two and one tenth.
4.6 is four and six tenths. 3.0 is three and no tenths,
8.8 is eight and eight tenths. 6.0 is six and no tenths.
The decimal shows the tenths. 9.0 is nine and no tenths.
Chorus The decimal shows the tenths
p. 72 DECIMAL POINTS Chorus