Research suggests that young children's active participation in music supports emergent mathematics knowledge, such as patterning and one-to-one correspondence. The authors define and explain steady beat, rhythm, melody, tempo, dynamics, rhythm, and style. They suggest ways teachers can use these elements of music with infants, toddlers, and young children to foster early mathematical thinking. The article gives detailed examples of simple, developmentally appropriate music activities for young children that all teachers (including those without music training!) can use in the classroom.