Q:3……….

Operations with the Golden Bead Material

Addition 1

NOTE:

In addition, smaller quantities (addends) are put together to make a larger

quantity (the sum). We make the addends with small number cards and the
sum with large ones to reinforce this understanding.

In subtraction, we have a larger quantity (the minuend) from which we subtract

smaller quantities (subtrahend). Large number cards are used for the minuend
and small for the subtrahend to help give the children this understanding. The
difference is smaller than the minuend so small number cards are used for the
difference. We use the large and small number cards in the same way and for
the same purpose in multiplication and division.

MATERIAL:

 Golden bead material consisting of units, tens, hundreds, and 9 thousand cubes
 Large number cards
 3 sets of small number cards (These are exactly like the large ones, only
smaller.)
 3 felt lined trays
 2 green felt table mats

PURPOSE:

To help children understand addition

To learn the vocabulary involved - addition, addend, and sum

AGE:
 4 years and older

EXERCISE

This is a group exercise for a few children. In all the group exercises with the
golden beads, the teacher is in control. She needs to be able to work fluently
and simply. The aim is that the children understand the process of
addition. The teacher must not be too persnickety. If she checks quantities too
much and is over-concerned with the sum, the process will be dragged out and
the children will feel uncertain. They will not enjoy the work as much, and
they will not reach the same understanding as they otherwise
would. Throughout the exercises the children will stand in front of the work, so
that they see the numerals and the arrangement of beads right side up and in
correct order. The teacher can stand at the back.

ARRANGEMENT:

Often one large table is used for the entire set up of the bank games, or several
small tables could be pushed together.
The bank (golden bead material) is on the left, the number cards in the middle,
and the problems are worked on the right.

The golden bead material is arranged in order on the mat. A child is chosen to
sit at this table. Her duties are to keep the material in order and to give change
as necessary. This child is sometimes called the banker.
 The large number cards are laid out on another table, in columns, so that they
can all be seen. The small number cards are also laid out so that they can all be
seen. One child is in charge of the large cards and another is in charge of the
small ones. These children keep the cards in order and hand the teacher cards
as necessary during the working of a problem. They put cards back in place
when a problem is finished. These children stand, so they can easily reach the
cards.

The area on which the problems will be worked is covered with a green
mat. The teacher will stand at this table. There is a felt lined tray for each
child who will be collecting an addend.

EXERCISE:
The teacher tells the children, "We are going to work addition problems." The
teacher will decide on a problem which will not involve exchanging, such as,
2435 plus 1241. The teacher makes the addends in small number cards and
puts one on each of two trays.

She hands a tray to each of two children, e.g. John and Jen, and asks them each
in turn to read the numeral on their tray. When they have done so, the teacher
says, "Now John, you collect two thousand, four hundred, three tens, five and,
Jen, you collect one thousand, two hundred, four tens, one in golden
beads." The children go together to the bead table and help themselves, both at
once, to the material they need. They bring their trays back to the teacher.

The teacher does not check the material they have brought. She takes a tray
and while taking the material off the tray and arranging it on the mat she says,
"John, you have brought two thousand, four hundred, three tens, five." She
takes the small number cards, "2435," off his tray and places them at the top of
the mat. She takes the second tray. While taking the quantity off the tray and
arranging it under the first she says, "Jen, you have brought one thousand, two
hundred, four tens, one." She takes the small number cards off her tray and
places them under the first ones at the top of the mat. The small cards are
placed to look like a written problem.
The teacher now draws the group's attention to the quantities on the mat. "Here
we have two thousand, four hundred, three tens, five, and here we have one
thousand, two hundred, four tens, one. I am going to add them together. First,
I will add the units." She pushes the two quantities together as she says this. "I
will add the tens." She does so. "I will add the hundreds. I will add the
thousands." The addition is done. Instead of two groups of golden beads, there
is one group.
The teacher now says, "We have added two thousand, four hundred, three tens,
five and one thousand, two hundred, four tens, one. We will count the sum and
see how much there is." She asks one of the children to count the
material. "Mary, would you like to count the units?" Mary does so. There are
six units. The teacher asks the child in charge of the large cards for the
numeral "6." This is placed beside them. "Mary, will you count the
tens?" Mary does so. There are seven tens. The large number card "70" is
placed beside them. "Mary, count the hundreds." Mary does so. There are six
hundred. The large card "600" is placed beside them. "Mary, count the
thousands." There are three. The large number card "3000" is placed beside
them.

The teacher superimposes the large number cards and places them under the
small cards at the top of the table. The teacher recaps the procedure saying,
"We had 2435 and 1241. We added them together and made 3676." She points
to each numeral as she says this. The teacher points to 2435 and tells the
children, "This is called an addend." She points to 1241 and says, "This is
another addend." She points to 3676 and says, "This is the sum."

More problems can be worked in this way. There can be more than two
addends, but the sum of the numbers in any hiercrchy (units, tens, hundred, or
thousands) cannot be greater than 9. The teacher can use the terminology
without comment in working problems.
 Operations with the Golden Beads
Multiplication 1

MATERIAL:

As for addition

PURPOSE:

To understand the concept of multiplication as equal addition

To learn the vocabulary: multiplication, multiplicand, multiplier, and product

(Note: Because multiplication is the addition of equal quantities, it may be

introduced at any time after children have learned addition. Since these
problems do not include exchanging, the product of any heirarchy must not be
greater than 9, and the largest product possible is 9999.)

AGE:

5 years onwards
EXERCISE:

A group exercise for a few children. The material is arranged as for

addition. One child is responsible for the golden beads material. One child is
in charge of the large number cards. One child oversees the small number
cards.

The teacher thinks of a problem, e.g. 2322 x 3. The teacher makes 2322, three
times in small number cards and puts them on each of three trays. She gives a
tray to each of three children. She asks the children to read the number on
their tray in turn. When they have done so, she stresses the fact that they
each have the same numeral. "You each have the same numeral. You each
have 2322. Will you all go to the bank and collect that amount in golden
beads."

The children collect 2322 each and come back to the teacher.

The teacher takes each tray in turn. She takes the quantities off each tray,
saying, "You have brought 2322." She arranges the quantities on the mat one
below the other, and takes the small number cards and places them under
each other at the top of the mat. The teacher says, indicating the golden
beads, "We have 2322 three times."

We will add them together and see how much we have altogether. She adds
the hierarchies. She asks a child to count the result beginning with the
units. After each hierarchy has been counted, the corresponding amount in
large number cards is placed beside it.

The teacher superimposes the number cards and places them under the small
ones at the top of the table. She recaps, "We had 2322 three times. We
added them together and got 6966." Other problems can be worked in this
way.

(Note: In multiplication small equal quantities are added together to make a

larger quantity. Small number cards are used for the quantities and large
number cards for the product to help give this impression.)
____________________________________________________________________

Q:2………………..

The Decimal System (Group Two)

The decimal system is a numeral system which organises and classifies
numerical quantities into different hierarchies of units. In the Casa it is offered
when the child can count to ten with complete understanding; with the knowledge
of the symbols 1-9 and can recognise zero. The child is given the total decimal
system – clearly, simply, harmoniously and with its unlimited, universal
applicability. More knowledge at this stage (such as knowledge of the teens and
words used to describe the tens) distracts from the enjoyment of the minimalist
aesthetic. At this stage the child knows what is necessary and sufficient to see
and apply the laws governing the decimal system (that ten units can be
dynamically exchanged for one of the category above etc.) The young child’s
Sensitive Period for Order and Classification ensures a greater thrill for handling
large quantities at this stage.
Geometrical entities are used by Montessori as Material Abstractions for the
decimal system of numeration

 1 Golden Bead is a unit (point)

 10 Golden Beads make a ‘bar of ten’
 10 ‘bars of ten’ make a ‘hundred square’
 10 ‘hundred squares’ make a ‘thousand cube’

Laws of the decimal system

 There are only nine in each category

 There are three hierarchies in each level
 The ratio between one category and the next is1:10
 The ratio between one level and the next level is 1:1000
Introduction to Beads (Quality)
This presentation is given in a ‘Three Period Lesson’
Material Description:

 A small tray with 1 bead, 1 bar of 10 beads, 1 square of 100 composed of 10 bars of 10 and
a cube of 1,000 composed of 10 squares of 100.
 A large tray with a supply of beads from each category

Presentation:
First Period

 Invite the child, introduce the material and bring it to a Working Mat
 Begin with the unit, placing it in front of the child and saying, “How much is this?”, the child
answers, “one”, then set it out on the mat to your far right
 Place the bar of 10 in front of the child, count the number of beads aloud and say, “This is
the bar of ten”, place it to the left of the unit
 Place the square of a hundred in front of the child and say, with wonder, “This is one
hundred, there are so many tens in one hundred, lets count how many”. Hold the bar of ten
over each similar bar of ten in the square of one hundred and count, then place both in
sequence on the mat
 Lightly drop the cube of one thousand in the child’s palm, then place it on the mat in front of
her and say, “There are so many hundreds in this thousand, let’s count them”, do so holding
the square, then say, “Ten hundreds is one thousand”

Second Period

 Ask the child for a category giving the various commands, including asking the child to count
the categories.

Third Period

 Ask the child to identify and name each category.

Note: Leave the child with 9 units, 9 bars of ten and 9 hundreds and the
thousand to explore the material more fully
Exercises:
This additional presentation is more enjoyably given with two or three children, it
can be done on the same day as the first one

 Ask for a quantity

 Place the objects randomly and ask each child to name them
 Give each child an empty tray and bowl and ask them to being a quantity from one category
at a time
 When the child returns ask her to remind you how many she was asked to bring and count
the tray’s contents with her

 Ask for a name

 Place one or more object from one category on the child’s tray, asking each child to count
and name them

Criteria of Perfection (Control of Error):

 The Director

Direct Aim:

 To give the names of the different categories

 To show the relationship between one category and the next
 To offer the child a sensorial experience of the relative increments between categories
 To extend the sensorial experience of different categories and the difference in bulk; i.e.
between six units and six hundred units

Age at Presentation:
Four and a half years, after all of the activities of Group 1
Presentation with Cards
This presentation is given in a ‘Three Period Lesson’
Material Description:
Presentation

 1 mat show 1, 10, 100 and 1000 and bring other cards for child to use after presentation

 The numbers are on a white background in decimal colours

 from 1 to 9 in green
 from 10 to 90 in blue
 from 100 to 900 in red
 1000 in green

 The length of the cards

 10 is twice the length of 1
 100 is three times the length of 1
 1000 is four times the length of 1
Therefore when cards of different categories are placed on top of each other,
aligned to the right, the number of each category is clearly given in it’s
hierarchical position.
Exercises

 A tray for the first exercise

Presentation:
First Period

 Invite the child, introduce the material and bring it to a Working Mat
 Begin with the card of one, placing it in front of the child and saying, “How much is this?”, the
child answers, “one”. Mention to the child that it is written in green and the set it out on the
mat to your far right
 Place the card of 10 in front of the child and saying, “How much is this?”, the child answers,
“ten”, then ask her to count the number of zeros aloud. Mention to the child that it is written
in blue and place it to the left of the unit
 Place the card of 100 in front of the child and saying, “This is one hundred”, then ask her to
count the number of zeros aloud. Mention to the child that it is written in red and place it to
the left of the ten
 Place the card of 1000 in front of the child and saying, “This is one thousand”, then ask her
to count the number of zeros aloud. Mention to the child that it is written in green and place
it to the left of the ten.

Second Period

 Ask the child for a category giving the various commands, including asking the child to count
the zeros.

Third Period

 Ask the child to identify and name each category.

Exercises:
This additional presentation is more enjoyably given with two or three children, it
can be done on the same day as the first one
  Ask for a card
 Place the cards at random, within groups of the same category on the working mat, naming
each numeral.
 Ask the child to bring a card from any one category at a time, e.g. “eight hundred” or “five
tens”
 Check the card with her on her return, read it back to her giving the full name, e.g. “fifty” and
ask her to replace it

 Identify a given card

 On another occasion arrange the cards as above, pick one and ask the child to give it’s
name

Criteria of Perfection (Control of Error):

 The child’s knowledge of the numbers 1 to 9

Direct Aim:

 To acquaint the child with the written symbols for the new quantities she has learnt
previously

Age at Presentation:
Four years, after all of the activities of Group 1
Formation of Large Numbers
This activity can be done with three or four children or an individual
Material Description:

 A tray with golden beads: 9 units, 9 tens,9 hundred and 1 thousand

 A set of Large number Cards from 1 to 1,000
 The wooden dynamic materials for 2,000 to 9,000 can also be shown at this point and then
put away
 Three small trays with small dishes
 Two mats placed at a distance

Presentation:
The layout of the material
  Unroll one mat, arrange the beads vertically in categories along the top
 Count the units as you place them, one below the other until you have a vertical row of nine.
 Then ask what comes next, and indicate the bar of ten, count with the child in tens, placing
the bars of then beneath in a vertical row to the left of the units
 Continue doing this with the hundreds and acknowledge that after we have 900 we have
1,000. Indicate the cube of 1,000.

Build the beads and cards in this pattern with the child on mats spread at a distance.

 Unroll a second mat at a distance, arrange the top categories of the Large Cards along the
top of the mat. Put them in order with the units on the farthest right. Lay the other cards out
as for the beads.
 Ask the child to identify the card of ‘1’ then ask her, “what comes after ‘1’?’, and place the
cards in sequence to ‘9’. At nine ask, what comes next and where the ’10’ card can be found.
 Continue to count in tens while placing the cards vertically
 At ’90’ ask her what comes next, if she says, ‘ten tens’ ask her what ‘ten tens’ is, and then
where ‘100’ is. Do the same for 900 and indicate the final card of 1,000

Association of quantity and symbol

The Director gives the Card

 The Director give a card from one category and place it on the child’s tray
 Ask the child to fetch the corresponding quantity
 When she returns verify it, asking her what she was asked for and what she has brought
 Ask her to return the card and quantity and continue giving cards

The Director gives the Quantity

 The Director give a quantity from one category and place it on the child’s tray
 Ask the child to fetch the corresponding card
 When she returns verify it, asking her what she was asked for and what she has brought
 Ask her to return the card and quantity and continue giving quantities
The Director gives more than one category

 The Directress brings cards from more than one category and arranges them on the tray so
that each figure is revealed.
 Ask the child to fetch the quantity, showing her how to stack quantities of the same category
 On her return reread the card and count the qualities with her, then superimpose the Large
Cards stacking then to the left sliding them to the right to reveal the figure. Read the figure
out-loud so the child hears the correct wording of a large number

Exercises:

 Later give the child cards from three and then four categories. When using four for he first
time, wait till the child returns, then have your cards to that the digits are placed to the right,
let the child see them then hold them together and tip then towards the floor so they ‘spill’ to
the left and the numbers can be seen in their correct places

Criteria of Perfection (Control of Error):

 In the ability of the child to count the qualities and read the symbol

Direct Aim:

 To make the child familiar with the different categories of numbers both in bead quantities
and in symbols
 To give the wording of large numbers
 To show the function of zero as a place holder in a large number
 To show that only 9 are necessary in each category to form any number

Age at Presentation:
Four and a half to five years, after working with the Beads and cards separately
Footnote:

 Alternative Presentation

After introducing the quantity with the Beads and Card material, link it to the
wooden Dynamic material or introduce the wooden Dynamic material before
beginning the operation

 When the child brings he quantity, cards or completes the operations do not give as such
importance to the correctness of the answer as to her counting and understanding of the
processes
 The decimal system is abstracted here in such a way that the child experiences the laws of
place value – by the geometrical abstractions, which collectively offer a unique way to
introduce this outstanding cultural endeavour.

Decimal System
Dynamic Part: Addition
After awareness of the dynamic relationship between categories in the decimal
system children are given further experiences of handling huge qualities with
other children to support them.
Note: It is recommended to have two complete sets of materials for the collective
exercises in a class
Material Description:

 For each set:

 Golden bead material: 50 unit-beads, and a supply of tens and wooden material for hundreds
and thousands
 Large Number Cards: 1 set of 1 to 9000 and three small sets of 1 to 3,000
 One large tray and a medium dish
 3 small trays and 3 small dishes
 2 Working Mats for Large Cards and quantities and three chowkis
 1 large fabric square

The tens are unit beads are used to represent the numbers on the small and large cards

The wooden material is now used for the hundreds and thousands
The large cards are used to represent the total number, the sum, subtrahend, product or
dividend

Each child sets their own cards up, for addition the director gives the child a number made
from these cards

The child’s tray, the child represents the addend with their small cards and takes the
material which the numbers represent, units are kept in a green bowl. Each child has one
tray and a bowl. The scarf will contain all the children’s addends, forming the sum
Presentation:
Static with three children

 Prepare a number which will not require a dynamic change

 Lay out the materials on the mats, displaying the Large Cards, beginning with the units on
the right of one and on the other the boxes with the quantities
 Ask the children to prepare the small cards on their chowkis
  If you have not done so before, link the Bead material with the wooden material, then return
the bead material
 Give each child a tray and bowl and ask her to make a number with the small cards, check it
and then ask her to bring the corresponding quantity
 Spread the fabric on the mat with the quantities
 When the children return verify the amount asked for and the amount they have brought,
then ask the children to dump the quantity onto the fabric square
 Ask each child to do the same
 When all of the quantities have been dumped bring up the corners of the fabric ad lift it, say
how heavy the sum of what they brought is to give the sensorial impression of addition
 Open the fabric and ask each child to separate the quantities into their various categories,
say, “Lets see how much we have here”, invite each child to count one category and fetch
the corresponding Large Card from the mat
 When the children bring the Large Cards place it above or below the quantity it represents,
then superimpose all the large cards to show the total
 Ask each child to show their small cards, read the number and place the small cards one
below each other on the right of the mat and the Large cards underneath

1342
2410
136

 Say to the children, “All that you have brought has been put together, this is called addition”

For the static presentation the directress gives the children the number for the
addends. Later move to the dynamic presentation where the children choose
their own addends, here is is likely that they will come across dynamic addition
Dynamic (changing) with three children

 Prepare the material a for the static presentation

 Invite each child to make a number with the small cards and fetch the corresponding quantity
continue as before
 When the children count the categories they may find more than nine of any one category, if
this happens say, “Every time we have TEN of an one category, we change it for ONE from
the next highest category”

Criteria of Perfection (Control of Error):

 At this stage, the exact answer is not important, the focus is on the child’s understanding of
the process

Direct Aim:

 To give the child a sensorial impression of the nature of addition, which is adding smaller
quantities to make up one larger quality
 To show the function of the Decimal System
 To understand the process of changing from 10 of a lower category to 1 of the next highest
category
Indirect Aim:

 To experience the ordering effect of the laws of the decimal system

 To become familiar with the mechanism for changing from one hierarchy to the next (the
dynamic)

Age at Presentation:
Four and a half years onwards
Footnote:

 In these operations signs are not used

 Make sure that the chidden bring a large card before counting the next category, if the
subsequent one is higher than ten another dynamic shift occurs in which the previous large
card just be changed. After a few turns if the children do not realise that it is easier to start
with the units, ask if thy would like to know a way to change the large card only once and
demonstrate counting from the units up. “The rule that in addition we should count from the
units will make sense to the child and later they will have no problem remembering it (Mario
Montessori)

Dynamic Part: Subtraction

Note: Present after dynamic material for addition since the principle of presenting
contrasting impressions enables the child to clearly grasp the fundamental
mathematical concepts of merging, joining and bringing together (addition and
multiplication) and splitting, taking-away (subtraction and division)
Material Description:

 For each set:

 Golden bead material: 50 unit-beads, and a supply of tens and wooden material for hundreds
and thousands
 Large Number Cards: 1 set of 1 to 9000 and three small sets of 1 to 9,000
 One large tray and a medium dish
 3 small trays and 3 small dishes
 2 Working Mats for Large Cards and quantities and a chowki for each child

Presentation:
Static with one child

 Prepare a number which will not require a dynamic change

 Lay out the materials on the mats, displaying the Large Cards, beginning with the units on
the right of one and on the other the boxes with the quantities
 Ask the children to prepare the small cards on their chowkis
 Give each child a tray and bowl
 Make a large number e.g. 5,987 in Large Cards and quantities and display it on your mat
(this is the whole from which subtractions will be made)
 Give each child a small number and ask her to take this from your mat and represent it with
her small cards. Explain, “I had 5,987, you came and asked to take away 3,546, now I have
2,441. To take away is called subtraction”
 Lay out the cards verbalising the process
 Gather new cards
Dynamic (changing with one child)

 When the child seems ready begin the dynamic with a number that involves one change only
 Prepare the material a for the static presentation
 Invite one child take away a certain number from your quantity and make the corresponding
number with her small cards
 When the child needs to take away from one category more than you have explain that,
“Every time we have ONE of an one category, we change it for TEN from the next lowest
category”. When she does this she will have sufficient to get the number she needs

Dynamic (changing with two children)

 Prepare the material a for the static presentation

 Make a large number with the Large Cards
 Invite the children to make a number with their small cards and one at a time to take away a
certain number from your quantity and make the corresponding number with her small cards
 When the first child does this pt your total face down on the mat and count what is left of the
original (the minuend), represent this with large cards to show that even though some has
been taken some remains
 The second child takes her portion ant the Director writes the amount she has left in small
cards
 The Director turns over the cards and summarises what has happened, “I had 5,487, John
took 3,546 and Kate took 1,629, now I have 312”, arranging the children’s Small Cards and
Your Large Cards and the Quantities to illustrate this.
 Later do a presentation in which the quantities and the remainders come together to total the
original number

Criteria of Perfection (Control of Error):

 At this stage, the exact answer is not important, the focus is on the child’s understanding of
the process

Direct Aim:

 To give the child a sensorial impression of the nature of subtraction; which is taking a smaller
number(s) away from a larger one, what remains is less than the original figure.
 To show the function of the Decimal System
 To understand the process of changing from 1 of a higher category to 10 of the next lowest
category

Indirect Aim:

 To experience the ordering effect of the laws of the decimal system

 To become familiar with the mechanism for changing from one hierarchy to the next (the
dynamic)

Age at Presentation:
Four and a half years onwards, after addition
Footnote:
  In these operations signs are not used
 Make sure that the children bring a large card before counting the next category, if the
subsequent one is higher than ten another dynamic shift occurs in which the previous large
card just be changed. After a few turns if the children do not realise that it is easier to start
with the units, ask if thy would like to know a way to change the large card only once and
demonstrate counting from the units up. “The rule that in addition we should count from the
units will make sense to the child and later they will have no problem remembering it (Mario
Montessori)
 Be dramatic to show the loss that is subtraction
 If you run out of any materials ask the child what she thinks should be done, cards can be
written using the adult’s tray if necessary

Dynamic Part: Multiplication

Material Description:

 For each set:

 Golden bead material: 50 unit-beads, and a supply of tens and wooden material for hundreds
and thousands
 Large Number Cards: 1 set of 1 to 9000 and three small sets of 1 to 3,000 and small cards 1
to 9 for the multiplier
 One large tray and a medium dish
 3 small trays and 3 small dishes
 2 Working Mats for Large Cards and quantities and three chowkis

Presentation:
Static with three children

 Prepare a number which will not require a dynamic change

 Lay out the materials on the mats, displaying the Large Cards, beginning with the units on
the right of one and on the other the boxes with the quantities
 Ask the children to prepare the small cards on their chowkis
 Give each child a tray and bowl
 Whisper to each child the same number e.g. 3,231 and ask her to collect small cards, putting
them face down and the quantity
 When the children return verify the amount asked for and the amount they have brought,
then ask the children to place their quantity on the mat
 Ask each child to do the same
 When all of the quantities have been placed, separate the quantities into their various
categories, say, “Lets see how much we have here”, invite each child to count one category
and fetch the corresponding Large Card from the mat
 Remind the children about what has happened, and ask them to show you their cards – they
will be surprised when they realise they all had the same number
 Count the number of times 3,231 has been taken and say, “When the same number is taken
three times it is called multiplication”
 Turn over two sets of the small cards and replace it with a small card ‘3’
 Verbalise the procedure 3,231 x 3 =

For the static presentation the directress gives the children the number for the
addends. Later move to the dynamic presentation where the children choose
their own addends, here is is likely that they will come across dynamic addition
Dynamic (changing) with three children

 Prepare the material a for the static presentation

 Invite each child to make a number with the small cards and fetch the corresponding quantity
continue as before
 When the children count the categories they may find more than nine of any one category, if
this happens say, “Every time we have TEN of an one category, we change it for ONE from
the next highest category”

Criteria of Perfection (Control of Error):

 At this stage, the exact answer is not important, the focus is on the child’s understanding of
the process

Direct Aim:

 To give the child a sensorial impression of the nature of multiplication, which is the addition
of equal numbers

Indirect Aim:

 To experience the ordering effect of the laws of the decimal system

 To become familiar with the mechanism for changing from one hierarchy to the next (the
dynamic)

Age at Presentation:
Four and a half years onwards, after subtraction
Footnote:

 Emphasis the fact that multiplication is putting together the SAME quantity several times is
emphasised by keeping the fact that the children have been asked for the same amount as a
surprise.

Dynamic Part: Division

Note: The concept of taking away is linked by sharing equally to sensorially
portray the process of division
Material Description:

 For each set:

 Golden bead material: 50 unit-beads, and a supply of tens and wooden material for hundreds
and thousands
 Large Number Cards: 1 set of 1 to 9000 and three small sets of 1 to 3,000 and small cards 1
to 9 for the divisor
 Green, blue and red bows
 One large tray and a medium dish
 3 small trays and 3 small dishes
 2 Working Mats for Large Cards and quantities and a chowki for each child
Short Division, with a one digit divisor
Presentation:
Static with three children

 Prepare a number which will not require a dynamic change

 Lay out the materials on the mats, displaying the Large Cards, beginning with the units on
the right of one and on the other the boxes with the quantities
 Ask the children to prepare the small cards on their chowkis
 Give each child a tray and bowl
 Make a number in Large Cards which is exactly divisible by the number of children,
e.g. 6,936 and ask a child to fetch it
 Explain that that this amount, which is put on a tray will be SHARED EQUALLY among them
 Sit with space for the children to walk around you, sharing out one of the highest quality as
they go round, when the quality has run out ask the children to take Small Number Cards to
represent it
 Continue till the units have been distributed
 Point out that each child now has an equal amount, say, “How much have you received?” to
each child in turn, then, “So you have received the same amount”
 Ask for the small cards and lay them out below each other on the mat

2312
6936 2312
2312

 Say “six thousand and nine hundred and thirty six has been shared among the three of you”,
turn over two copies of ‘2312’, place the small card ‘3’ in their place and explain that one of
the children’s numbers is enough to show what they received
 Say “So we have done a division”

Dynamic (changing with three children using a one digit divisor)

 When the child seems ready begin the dynamic with a number that involves one change
only, e.g. 6536
 Prepare the material as for the static presentation
 Distribute the 6000 and ask the children to get the small cards and 300 as for the static, the
children get 100 in small cards ad the two ‘hundred squares’ are exchanged for twenty ‘bars
of ten’ which are added to the three ‘bars of ten’ on the tray, distribute twenty one of the ‘bars
of ten’, then exchange the two remaining ones for twenty units. Distribute eighteen units and
the two units are the remainder
 You can remind the child that, “Every time we have ONE of an one category, we change it
for TEN from the next lowest category”.
 Layout the cards and verbalise the process as for the static, refer to the two remaining units
as a remainder

Criteria of Perfection (Control of Error):

 At this stage, the exact answer is not important, the focus is on the child’s understanding of
the process
Direct Aim:

 To show the function of the Decimal System

 To give the child a sensorial impression of the distributive aspect of division: the sharing out
of quantities equally, one category at a time and finding the answer in the amount one unit
gets
 To reinforce the role of changing from a higher category to the next lowest category

Indirect Aim:

 To experience the ordering effect of the laws of the decimal system

 To become familiar with the mechanism for changing from one hierarchy to the next (the
dynamic)

Age at Presentation:
Five to five and a half years onwards, after multiplication
Dynamic Part: Division
Note: The concept of taking away is linked by sharing equally to sensorially
portray the process of division
Material Description:

 For each set:

 Golden bead material: 50 unit-beads, and a supply of tens and wooden material for hundreds
and thousands
 Large Number Cards: 1 set of 1 to 9000 and three small sets of 1 to 3,000 and small cards 1
to 9 for the divisor
 Green, blue and red bows
 One large tray and a medium dish
 3 small trays and 3 small dishes
 2 Working Mats for Large Cards and quantities and a chowki for each child


Long Division, with a two digit divisor

Presentation:
Dynamic – Long Division (using a two digit divisor)

 Prepare the material a for the static presentation

 Make a large number with the Large Cards, e.g. 3864
 Ask the children to represent this in Large Cards and quantities
 Gather the number of equivalent number of children to the number you wish to divide by,
here e.g. 12
 Explain, “I will share the quantities amongst all of you equally, as there are so many of you
one child will represent ten children and collect their share”, pin a blue bow onto the child
representing ten, green bows on the other two children and ask the other nine children to
continue their work
 Say, “The child with the blue bow will get ten times the amount of the children with the green
bows.
 Divide the quantities accordingly, ending by asking how much each child has received
  Remind the children that the child with the blue bow has been collecting for nine other
children as well as herself, the nine original children come and receive their share
 The children count the quantity they have each received again and find they have the same
number,
 Summarise the procedure representing what has happened with the small cards

3864 12 322
After a few times the children understand that the child with the blue bow
represents ten children
Criteria of Perfection (Control of Error):

 At this stage, the exact answer is not important, the focus is on the child’s understanding of
the process

Direct Aim:

 To show the function of the Decimal System

 To show how quantities are distributed in long division, but that in the end the result is the
same. The answer in division is the amount that each unit of the divisor receives. This is not
verbalised at this stage, it is sufficient for the child to experience the fact
 To reinforce the role of exchanging from a higher category to the next lowest category.

Indirect Aim:

 To experience the ordering effect of the laws of the decimal system

 To become familiar with the mechanism for changing from one hierarchy to the next (the
dynamic)

Age at Presentation:
Five to five and a half years onwards, after short division
Footnote:

 The children could do the Stamp Game before or after this activity

Stamp Game
Material Description:

1. Small wooden squares, equal in size: Green ones with ‘1’, blue ones with ’10’, red ones with
‘100’ and green ones with ‘1000’
2. Skittles: 10 green, 9 blue, 9 red and one large green
3. Small counters in green, blue and red
4. A box for the above
5. Two chowkis
6. A tray with squared paper, a graphite pencil and a coloured one and a writing pad (for writing
and making numbers and operations)
7. Golden Bead material (for introduction only)
Note: The children must work on individual sums but can share the same box of
stamps, they can write on squared paper or squared blackboards, or in booklets

Presentation:
Introduction

 Link the golden material to that of the stamps, make sure the child can connect the two with
ease. Replace the Golden Bead material on the shelf and the stamps into their box

Making Numbers

 Ask several times for a number from a singe category

 Show the child how to;

form a number with two or more categories

place the stamps onto the chowki, separating the categories
read the number

 Ask the child to make a new number with stamps from all the categories and to read it
 After sufficient practice forming and reading the numbers ask for a number with a ‘0’ in one
category

Making and Writing Numbers

 Ask the child to make and read any number e.g. 4861
 Beginning with the highest category, thousands ask the child, “How many thousands are
there?…Write 4 on the left”
 Then ask the child, “How many hundreds are there?…Write 8 on the right of 4”, continue if
the child requires support, saying;

“How many tens are there?…Write 6 on the right of 8”

“How many units are there?…Write 1 on the right of 6”
Making and Writing Numbers in Columns

 Ask the child to use the stamps to write two numbers, e.g. 4872 and 986, place the second
number below the first
 Read both numbers out loud
 Write the first number
 Ask, “How many hundreds are there?”, indicating the second number, write ‘6’ below ‘8’,
forming a hundreds column and continue to write the second number
 When the child is confident with this process give numbers containing a ‘0’

Addition
Addition (static)

 The Director gives a sum, laying out the addends one below the other, with an exaggerated
gap between them.
 Write the addends in columns, without an addition sign
 Draw lines beneath the numbers and say, “We call this an equals sign”
 Returning to the stamps, push the stamps of the lower number up to physically combine
them with the higher addend, sensorially they become one.
 Beginning with the units count each category and complete the addition on paper

Signs

 Tell the child, “When we look at these numbers there is nothing to show that we have done
an addition”.
 Introduce the sign by writing + in coloured pencil in the customary place, saying “This is a
plus sign”
 Give the child other examples to try, supporting her with the first one or two e.g.

2,342 7,215 4,682

+3,426 +1,362 +5,217
5,768 8,577 9,899
Addition (dynamic)

 The Director gives a sum which when added will require a dynamic change.
 Proceed as for static
 Show how to exchange ten stamps of one category for one stamp of the next largest, add
this one to the appropriate category and continue

11 1 1
4,652 7,815 4,682
+3,476 +1,362 +5,257
8,128 9,177 9,939

 The child begins to make her own sums

Note: Give several presentations of the static, when the child works
independently give one presentation of the dynamic and later more if necessary.
Age at Presentation:
After plenty of experience with the decimal system using Golden Beads, when
the child can write (unless specific learning problem)
Subtraction
Subtraction (static)

 The Director gives a minuend, and the child forms it with stamps
 The Directress gives the subtrahend and the child writes it below the minuend in stamps
 Tell the child, “This is how much we will take away”
 Write the numbers in columns, without a minus sign but with an equals sign
 Return to the stamps, beginning with the units subtract each category and complete
the work on paper

Signs

 Tell the child, “When we look at these numbers there is nothing to show that we have done
an subtraction”.
 Introduce the sign by writing – in coloured pencil in the customary place, saying “This is a
minus sign”
 Give the child other examples to try, supporting her with the first one or two e.g.

8,925 3,492 8,639

-5,714 -1,271 -4,215
3,211 2,221 4,424
Subtraction (dynamic)

 The Director gives a problem which when added will require a dynamic change.
 Proceed as for static
 Show how to exchange ten stamps of a lower category, when it is no longer possible to
subtract for one stamp of the next largest, add this one to the appropriate category and
continue
 Later introduce subtraction problems with ‘0’

6 3 7 7
7,342 7,815 7,682
-3,426 -1,362 – 5,257
3,916 6,453 2,225

 The child begins to make her own sums

Note:

 You can write the subtrahend on paper before taking away

 The original amount no longer exists after the subtraction
 Help the child to realise that when she has less than she can give she can exchange before
giving the numbers away
Age at Presentation:
After the child has done addition and subtraction with the beads and addition with
the stamp game
Multiplication
Multiplication (static)

 The Director gives a number for the child to write in stamps and say, “We are going to take
this three times”
 Write the figure, it’s multiplier and the equals sign on squared paper
 The child finds the number ‘3’ in stamps and is asked to place it well below the other number
 Returning to the stamps, push the multiplier up to physically combine it with the figure to be
multiplied, sensorially they become one.
 Beginning with the units take each number the given amount of times, and complete the
multiplication on paper

Signs

 Tell the child, “When we look at these numbers there is nothing to show that we have done
an multiplication”.
 Introduce the sign by writing x in coloured pencil in the customary place, saying “This is a
multiplication sign”
 Give the child other examples to try, supporting her with the first one or two e.g.

2,342 1,213 3,122

x 2 x 3 x 3
4,684 3,639 9,366
Multiplication (dynamic)

 The Director gives a sum which when added will require a dynamic change.
 Proceed as for static
 Show how to exchange ten stamps of one category for one stamp of the next largest, add
this one to the appropriate category and continue

1,342 1,515 2,382

x 3 x 6 x 4
4,026 9,090 9,528

 The child begins to make her own sums

Note: Prepare a few examples of static multiplication before the child moves to
dynamic
Age at Presentation:
After the child has done addition and subtraction with the beads and addition with
the stamp game
Division
Short Division (static, one digit divisor)
  Introduce the skittles, write on a piece of paper a problem which does not require a dynamic
shift when split into a single divisor, highlight the division symbol y using the contrast colour
pen and show it to the child.
 The child forms the dividend with stamps and the divisor is prepared using the small green
skittles
 Starting with the thousands column share each figure equally among the skittles
 The child counts and writes the quotient
 Show the child how to conventionally record the division process on the squared paper
 Introduce the sign of division at this point for the child’s reference

 Give the child other examples to try, supporting her with the first one or two e.g.

3,122 2,314 1,221

3 9,366 2 4,628 4 4,848
Short Division (dynamic)

 The Director gives a problem which when added will require a dynamic change.
 Proceed as for static
 Show how to exchange ten stamps of a lower category, when it is no longer possible to
subtract for one stamp of the next largest, add this one to the appropriate category and
continue
 Later introduce subtraction problems with ‘0’

3,055 613 r1 371

3 9,165 4 2,453 6 2,226

 The child begins to make her own sums

Long Division with a two digit divisor

 Give a number
 Divide the dividend equally among the skittles
 Write the example on paper
 Start sharing the stamps from the highest category, emphasise that each skittle is given the
amount appropriate for it’s category, saying, “If the tens skittle receives one hundred, how
much will the unit skittle receive?…ten times less than a hundred is ten.”

3657-23=159
Long Division with a three digit divisor and a tens ‘0’

 Give a number
 Divide the dividend equally among the skittles, represent the missing tens number with a
blue counter
 Write the example on paper
 Start sharing the stamps from the highest category, emphasise that each skittle is given the
amount appropriate for it’s category, saying, “If the hundred skittle receives one thousand,
how much will the ten skittle receive?…, but there are no hundred so ten times less than a
hundred is ten…so share the thousands between the hundreds and the unit skittles?”
5259-203=25 r184
Long Division with a three digit divisor and a ‘0’as the final digit

 Give a number
 Divide the dividend equally among the skittles, represent the missing tens number with a
green counter
 Write the example on paper
 Start sharing the stamps from the highest category, emphasise that each skittle is given the
amount appropriate for it’s category, saying, “If the hundred skittle receives one thousand,
how much will the ten skittle receive?…,What would a unit skittles receive if it was
there?…As there are no green skittles nothing is given?”
 As the quotient is what one unit skittle receives divide the number of the blue skittles’s
stamps among ten green ones.
 The child counts and records the result

5289-230=22 r229
Note:

 You can write the dividend on paper before beginning to divide

 The original amount no longer exists after the division
 Help the child to realise that when she has less than she can give she can exchange before
dividing the numbers

Age at Presentation:
Five and a half to six
Criteria of Perfection (Control of Error):

 No control of error, other than careful attention to the process

Direct Aim:

 To reinforce and consolidate the understanding acquired previously in the collective

exercises, by means of individual work.
 To further the sensorial experience of place value
 To teach the child how to write a problem

The Dot Game

Note:
After the group work with the operations the children have worked individually
with the decimal system. Both the golden bead material and the stamp game
provide opportunities to understand the decimal system;

 How the numbers are written

 How the operations are carried out

The Dot Game focuses on addition an area which the child has some
experience, to give further opportunity to practice the dynamic more fully and
independently, giving greater security, further extension and the opportunity to
rectify misunderstandings. The Dot Game isolates the process of moving from
one category to the next step-by-step.
The Dot Game is more symbolic, the beads have become stamps and the
stamps dots- moving the child from the concrete towards the abstract with the
continued support of colours and dots.
Material Description:
A Laminated Card and markers or paper and pencils or chalks and sponge with a
prepared slate, each showing columns each up to 10,000 (written in blue). Each
column has a rectangle with the category written in appropriate colours. The
columns have ten rows of ten horizontal squares. Below the squares are two
larger rectangles, the upper one is for placing the dots, the lower one for the final
answer. A blank column on the right side is for writing the problem.
One writing instrument should be in colours other than those used to represent
the decimal system

Presentation:
Introduce the child to the material

 Show her the numbers on the board

 Introduce 10,000, counting the 10, show the remainder looks like 1,000 but now it is 10,000
 Show that each column has ten squares
 Show where the sum is written in the far right column by writing a sum with many large
addends

Addition

 Starting with the first addend record the number of units, writing dots, in graphite, in the
squares in the unit column, then cancel the digit
 Continue for the tens, hundreds and thousands in the same way
 Continue for the second addend, filling the first line of squares before moving to the second
 When all of the addends have been processed begin counting the units. After counting the
first ten, cancel the complete lines of squares in the units column in pencil. Mark dots from
the top left corner of the rectangle immediately below the squares to represent each line of
canceled units.
 Count the incomplete line of unit squares (if there is one) and record their value in the lowest
rectangle (if there isn’t place a ‘0’).
  Now ask the child what each dot represents, say it is, “One ten of ones”, indicating one of the
cancelled rows, “As there are three dots we have made ‘three tens’, so we take them to the
‘tens’ house (column). Write the number 3 in the ‘tens’ column adjacent to the dots, then
with a contrast colour mark three dots in the small tens boxes above, saying, “We have
made ‘three’ new ‘tens’, to remember that we put them here”. Now cancel the figure ‘3’

 Proceed as above for the other digits and transcribe the sum in the far right column under
the addends

Exercises:

 When the child is confident count one category of addends at a time

 Take a number from any category and cancel that figure and mark it with dots

Criteria of Perfection (Control of Error):

 No control of error, other than careful attention to the process

Direct Aim:

 To illustrate the mechanism of the decimal system, that is, the relationship between one
category and the next in a more abstract form
 To focus the child’s attention on carrying

Indirect Aim:

 Preparation for abstract addition

Age at Presentation:
At around five and a half years of age onwards, when the child knows the
language for teens, tens.
Footnote:
It is not the exactness of the result but achieving the aim that matters most
Word Problems
Material Description:

1. Prepared word problems using the four operations on colour coded paper (addition -red,
subtraction – green, multiplication – yellow; division – blue) and a set of mixed problems on
another colour
2. The child’s choice of materials; golden beads, the Stamp Game or Dot game for addition
3. Paper, pencil and ruler

Presentation:

 Individually or in a small group ask the children to read a word problem check their
understanding and allow them to find and check their answers. Ask them how they solved
the problem.
Addition
Jane has seven apples, if she feeds the horse two how many will she have?
Subtraction
John has five Euros, if he spends two Euros, how many does he have?
Multiplication
Mary, Kate and Ian all have two packets of biscuits, how many do they have all
together?
Division
I have a packet of 10 balloons, I give my sister five, how many do we have each?
Criteria of Perfection (Control of Error):

 The child may check her answers with the Control Chart for that operation

Direct Aim:

 To give the opportunity for the child to apply the operations to everyday situations

Age at Presentation:
Five to six years onwards
Footnote:
This is an opportunity to remind the child about how we use the symbols for the
operations.

Q:4…….

Operations with the Golden Bead Material

Division 1

MATERIAL:

As for addition

PURPOSE:

To help the children understand division

To teach the vocabulary division, dividend, divisor, and quotient

AGE:
 5 years onwards

EXERCISE:

A small group of children. The material is arranged as for addition. One child
is in charge of the golden bead material. Another child is in charge of the large
number cards, and another is in charge of the small number cards. There are
as many children to do the division as the divisor (for example, two if the
divisor is 2, three if the divisor is 3, etc.). The teacher tells the children that
they are going to work division problems. The teacher thinks of a problem
that does not involve exchanging: e.g. 4862 ÷ 2. The teacher makes 4862 in
golden bead material and the large number cards and places them on the mat
on the table.

She tells the children, "I have 4862. I am going to divide it between two
children. They will each get exactly the same amount." She gives a tray to
each of two children. They stand in front of her holding their trays. The
teacher says, "I will divide the thousands between you first. There are four
thousand." She puts a thousand on each tray; then, a second thousand on
each tray. There are no more thousands. Each child has two thousand. The
teacher puts a small number card 2000 on each tray. She says, "You each
have two thousand. You each have the same. Now I will divide the hundreds
between you." There are eight hundred. She divides the hundreds, one by
one. There are no hundreds left. Each child has four hundred. The teacher
gives them each a small number card 400. She says, "You each have four
hundred. You each have the same. Now I will divide the tens between you. I
have six tens. We will see how many you each get." She divides the tens, one
by one. Each child gets three tens and is given the small number card 30. The
teacher says, "You each have three tens. I have no tens left, so I will divide the
units between you." There are 2 units. She puts one unit on each tray. Each
child is given the small number card 1.

There is nothing left. The teacher asks the children to superimpose the small
cards on their trays. They do so. She asks each in turn to read his or her
number. Each reads 2431. The teacher says, "You each have 2431." She
takes the small cards off one tray and places them over the large number
cards at the top of the table, forming the quotient.
 This is partition (equal sharing). The answer is what one person gets. The
teacher re-caps, "I had 4862. I divided it between two children. They each got
2431. There was nothing left." More problems are worked in this way.

Note: Large number cards are used for the dividend and small number cards
for the quotient to give the impression that a larger quantity is broken down
into smaller equal quantities. The teacher stresses the fact that the division
will be an equal one, because one can divide unequally.

__________________________________________

Division

Materials
- As for addition, but all small cards are laid out to 9000.

Static Division

1. Have three children come and work with you.

2. Have them set up the material.
3. Bring over the directress tray to the supply mat and ask for 9 units, 3 ten, 9 hundred, and 3
thousand.
4. Bring the tray back over to the mat.
5. Ask the first child to count the units and to then bring the card over for 9 units.
6. Ask the next child to count the tens and to then bring over the card.
7. Repeat for the hundreds and thousands.
8. Ask one child to place all of the cards together and as a group, read out 9 units, 3 ten, 9
hundred, 3 thousand.
 9. Super-impose the cards.
10. Tell them that you want to give them all some of your beads and you want to be fair and give
them each the same amount.
11. Say that in division, we always start with the thousands.
12. Start by giving each child 1 thousand. Say, “I don’t have any more thousands to give.”
13. Have each child count how many thousands they have to check if each child has the same
amount of thousands.
14. Have the children go over to their card mat and get the card for 1 thousand.
15. Repeat for the hundreds. They should all have 3 hundreds.
16. Repeat for the tens. They should all have 1 ten.
17. Repeat for the units. They should all have 3 units.
18. Emphasis that you gave each of them the same amount. “Did you get the same amount?”
19. Have each child place his cards together and read out loud the number the child has.
20. Place the large cards at the top left of the mat.
21. Say that because they each have the same amount, you only need one of their cards.
22. Discuss that because there are three children, you gave each one of them the same amount,
to three children.
23. Take out a 3 from your small dish and place it to the left of the large cards.
24. Then place one of the children’s cards to the right of the 3.
25. Then, out loud, and as you point to each number say, “3939 divided by 3 is 1313.”

Dynamic Division

1. Begin by telling the children that division is different than the other operations. We must start
with the thousands.
2. Move over to the supply tray and ask each child in turn to place 6 units, 2 tens, 5 hundreds,
and 4 thousands onto the directress tray.
3. Give each child 1 thousand and have them get the card.
4. Have a child exchange the last thousand for 10 hundreds.
5. Give each child 1 thousand until they all have 5 hundreds.
6. Look at the 2 tens and notice that you cannot give each child a ten. Ask one child to exchange
a ten for 10 units.
7. Ask another child to do the same for the other ten.
8. Count all of the units. (26)
9. Give each child a unit until they all have 8 units. Discuss Have then get the correct cards.
10. Have them place their cards together and read what each child has.
11. Notice how they all have the same number.
12. Lay out all of the children’s cards under the large cards.
13. Read 4526 divided by 3 is 1508.
14. Look at the remaining units and say, “But we have a remainder of 2. Place the two units in the
dish to the right of 1508.
15. Reread: “4526 divided by 3 is 1508 with a remainder of 2.”

Long Division

1. Bring the directress tray over to the supply mat with the children.
2. Ask for 2568 in material.
3. Bring the tray back over to the working mat with the children.
4. Count out the numbers of each and ask the children to bring the corresponding cards over.
5. Tell the children that today we are not going to divide by 3 as we have been. We will be
dividing by 12. Show the fact that one child is going to represent the tens by giving the first
child a blue ribbon and the two other children a green ribbon because they represent units.
6. Ask the first child to go ask nine of their friends if they would come over for just a moment.
7. Count them all (including the first child) and say that because these nine children all have to
go back to work, the first child will represent them all.
 8. Give the first child the thousand block and give the other two children each 1 hundred because
“the first child represents ten people so he has ten times as many hundreds.”
9. Give the other thousand to the first child and each of the other children a hundred square.
Have them get the cards.
10. Give the first child a hundred square and the other two children a ten bar.
11. Have then get the appropriate cards.
12. Repeat in this way until all of the beads have been shared appropriately.
13. Have each child count what they have and choose the correct cards to show the number:
2140, 214, 214.
14. Roll out the long red mat and have the first child re-invite his nine friends to sit behind the red
mat.
15. Discuss how you want to give each of their friends some of your beads but you can’t because
you only have 2 thousands.
16. Divide the 2140 by ten, exchanging when necessary.
17. Once it has been divided equally among himself and his nine friends, have him count what he
has and have him choose the new correct cards for what he has left on his tray: 214
18. Look at the two other children sitting next to this first child and notice that they too have 214.
19. Then look at the nine friends and check if they all have 214. Say, “You all have the same
amount!”
20. Then place 12 (explain because you are dividing the total by 12 people) to the right of the
large cards reading 2568 and 214 to the right of the 12.
21. Read out loud: 2568 divided by 12 is 214.
22. Excuse the nine friends and have the three children replace the material.

Purpose

Short Division
To give the impression of the nature of division. Here a large quantity is divided into a number of
smaller equal quantities.

Long Division
To show the child how the quantities are distributed in long division. He learns how the divisor is
always grouped and how the answer is always the share of one person.

Control of Error
The directress verifies at first. Then she shows that if all the smaller numbers that were taken away
are added together, they should amount to the original number.

Age
4 1/2 - 5 years

Operations with the Golden Beads

Subtraction 1
MATERIAL:

As for addition

PURPOSE:

To give an understanding of subtraction

To give the vocabulary: subtraction, minuend, subtrahend, and difference

AGE:

4 1/2 years and older

EXERCISE:

A small group of children. The material is arranged as for addition. One child
is in charge of the golden bead material, another the large number cards, and
another the small number cards. These subtraction problems will not involve
exchanging. The teacher may choose to use one or two subtrahends (the
number being subtracted). Below is how the following problem would be
worked.

4326 minuend

- 2112 subtrahend

- 1103 subtrahend

difference

The teacher tells the children, "Today we are going to work subtraction
problems." The teacher makes the minuend, 4326, in golden bead material and the
large number cards, and places them on the mat. She makes the subtrahends, 2122
and 1103, in small number cards and puts them on two trays.
She gives a tray to each of two children, Mary and John. She asks the children
to read the numbers on their trays. They do so in turn. The teacher then
indicates the bead material on her mat and says, "I have 4326. I am going to
let Mary subtract 2112 and I am going to let John subtract 1103. Mary, will
you subtract 2112?" As the children have not worked subtraction before, she
guides them through the process. "How many units do you want, Mary?"
"Two." "Yes. You can take two of these units." Mary does so. "How many
tens do you need?" "One." "You can take one ten then." Mary continues
until she has subtracted 2112 in golden beads. The teacher takes the small
number cards 2112 off Mary's tray and puts them under the large ones which
form the minuend at the top of the mat. "Now, John, you may subtract
1103. How many units will you take?" John continues until he has subtracted
1103 in golden beads.
The teacher takes the subtrahend off John's tray, saying, "You have subtracted
1103." She puts it under Mary's subtrahend at the top of the mat.

The teacher then asks a child to count the bead material remaining on the
mat, and place the corresponding small number cards underneath. "We have
1111 left." She superimposes the small number cards, and places them
underneath the subtrahends at the top of the mat to form the answer of the
 written problem. The teacher then reviews the problem. "We had 4326, and
Mary subtracted 2112 from it, and John subtracted 1103. We have 1111
left."

Introducing the specialized vocbulary, the teacher may tell the children,
"Today we did subtraction. 4326 was the amount we started with--
our minuend. From that we subtracted our two subtrahends, 2112 and
1103. We call the answer to our problem, 1111, the difference." Pointing to
each set of numbers, she reviews, "Minuend, subtrahend, subtrahend,
difference." She further clarifies the terminology by continuing with the three
period lesson. "Point to the minuend. Which one is the difference? Point to a
subtrahend. Is there another subtrahend?" Pointing to each set of numbers
in turn, she asks the students, "What do we call this?" The teacher will use
this vocabulary when working additional subtraction problems with the
children.

_______________________________________________________________

Substraction

Materials
As for addition, but including a fourth set of small cards to 9000 and a small mat to put those cards
on.
Notes
Specify the vocabulary: minuend, subtrahend, and the different.

Static Substraction

Presentation

1. Invite three children to come and work with you.

2. Set up the material as in Addition, including the new set of cards. This new mat should be
placed next to the large mat with the large number cards.
3. Take the directress tray and with the children, go over to the Supply Mat.
4. Ask one child to put 7 units into the dish on the tray.
5. Ask another child to place 8 tens onto the tray.
6. Ask another child to place 7 hundreds on the tray.
7. Ask another child to place 9 thousands on the tray.
8. Emphasize that you have a lot of beads on your tray.
9. Take the tray back to the large mat.
10. Ask each child to count the units, tens, hundreds, and thousands. Have each child get the
corresponding card after each is counted.
11. Supper impose the cards to get: 7879
12. Have each child take their trays to the small mats and tell them each what to get. For
example:

3 units, 2 tens, 4 hundreds, and 3 thousands

2 units, 4 tens, 5 hundreds, and 6 thousands
1 unit, 3 tens, 4 hundreds, and 5 thousands

13. Tell the first child that you are going to give him some of your beads.
14. Ask his how many units his card asks for. (3)
15. Have him count three from the directress’s tray and place it into his own dish.
16. Repeat for the tens, hundreds, and thousands.
17. Have the child superimpose his cards and read it with the others: 3 units, 4 tens, 2 hundreds,
and 3 thousands. Then read, 3423
18. Ask, “Do I still have 7879?” No!
19. Move the cards 7879 up to the top left corner of the mat.
20. Ask one child to count how many beads you have left and choose the new small cards to mark
each set of beads.
21. Have the child superimpose the cards to read: 4456.
22. Say, “So let’s see what we did here. We started off with 7879 but then I gave some away.”
(Ask for the first child’s cards and place them below 7879.) “I gave away 3423. And in the
end, (place the new total below 3423) I ended up with…4456 beads.”
23. “And this is called subtraction!"
24. Give the cards back to the child to replace and have him give you back the beads.
25. Beginning at when you started with 7879 beads, repeat the subtraction for the second child.
26. Once done, begin again at 7879 and repeat the subtraction with the third child.
27. Once each child has had a turn, say: “What we have just done is subtraction. I had a lot of
beads and you took some from me so I no longer had the same amount of beads.”

Dynamic Substraction

1. Done as in the above presentation.

2. The only different is you will have to change, just as in Dynamic Addition.
Multiple Substraction

This is done in the same way as in the above presentation but this time, the first child will take some
of your beads away, the second will take from what is left of the directress tray, and the
third child will take from what is left after that.
(Photo shows this in process.)

After the first quantity is taken from the original pile, place the large number cards at the top left
corner of the mat. Place the small cards from the child below it. Keep placing the cards in this manner
after each child take some of the beads away.
(See photo to the side)

Purpose

Direct
To give the impression of the nature of subtraction and how it differs from addition, in this case:
- One starts with a capital and people come to fetch from it, by bringing an empty tray and the
demand expressed in small cards.
- One has to break up a unit of the larger category into ten of the smaller one.
- A larger quantity is divided into 2 or more smaller different ones.
- Generally something is left over for the one who had the original number.

Control of Error
The directress verifies at first. Then she shows that if all the smaller numbers that were taken away
are added together, they should amount to the original number.

Age
4-5 years