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Assignment Module#5

1. How would you teach numbers 0 to 10 to a child according to Montessori

Method? Explain all the exercises in this group briefly in your own words.

Number Rods

These are ten wooden rods similar to the Red Rods. Their lengths vary from 1

decimeter to 1 meter. Each decimeter is, painted in red and blue sections. The

shortest rod that is 1 decimeter is red. The second is 2 decimeter long, one-half is,

painted red and the other half is blue. All the other rods are, divided in a similar

manner.

Exercise-1: Introduction

Material:

Ten number rods and a floor mat.

Presentation:

The teacher bring the child over to the long Rods and remind him its use. She then

tell them that there are rods similar to long rods except for they are red and blue.

She invite the child to arrange the rods as he had the long rods, with the red ends

on the left and evenly lined.

Exercise-2: Learning to count from 1 to 10

Material:

Material is same as in the above exercise.

Presentation:

The teacher takes the first three rods. She point to rod 1 and Say, “This is one.” She

repeats it several time. Repeat it with the other two rods as well by calling them

two and three. She then do the 2nd and 3rd period of three period lesson. When the

child get familiar to the numbers, she take out the rods 4, 5 and 6. This is how she
repeat the exercise for all the numbers from 1 to 10. Depending on the child, this

may be, taught over a few days.

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Exercise-3: Sandpaper numbers

Materials:

Numbers from 0 to 9, cut out of sandpaper and mounted on wooden or acrylic

green cards. (The 0 is presented after the Spindle Boxes).

Presentation:

The teacher begin by sensitizing fingers. She introduce the child with the material.

Then take out 1, trace it three times and says, “one”. Invite the child to repeat. She

repeat it for numbers 2 and 3. Then do the Three Period Lesson with numbers 1, 2,

and 3. Repeat the exercise for the rest of the numbers. It may take a few days to

introduce all the numbers.

Exercise-4: The number rods and the numerals

Materials:

The numbers rods, a set of white wooden or acrylic cards with numbers from 1 to

10 and a floor mat.

Presentation-1:

The teacher place the Number Rods and the cards on the mat. She points to a rod

and ask the child to count it she then ask him to find the appropriate number card

for the rod and place next to it. Repeat it with all the rods.

Presentation-2:

The teacher ask the child to find rod 1 and number 1 and place the card next to the

rod. She ask him to keep placing the cards t their corresponding rods.

Presentation-3:

She ask the child to build stairs out of rods and place the numbers cards next to the

corresponding rod. She continue until all the cards are, placed in sequence.
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Exercise-5: The spindle box

Materials:

A wooden box with ten compartments. At the back of each compartment is painted

a number in black, starting from 0 up to 9 and 45 wooden spindles.

Presentation:

The teacher Introduce the child to the material. Point out the compartments and

the numbers, one at a time and ask the child to give the number’s names. She tell

the child that these numbers will tell us how many spindles to put in the box. Then

point to the number 1. Have the child read it and then ask to put 1 spindle in the

box. Repeat the same for other numbers by counting the spindles as they place

them. Once all the spindles are placed, she look at compartment 0 and say, “This is

zero. Zero means nothing. That is why there is nothing in this compartment”.

Exercise-6: Number cards and counters:

Materials:

Number cards with numbers from 1 to 10 and 55 counters of same color and size.

Presentation:

The teacher show different cards to the child and have him say the numbers aloud.

Place the number 1 card to the left side and the number 10 card to the right side

of the table. Ask the child to put the other cards in order. She tell the child that he

is going to put the number of counters under the corresponding card. She point to

card 1 and ask the child to, gently slide one counter under this card. For card 2 she

ask to place the counters next to each other. For card 3 she ask to put two counter

next to each other but place the last counter under and to the middle of the two

counters. She make sure that the child place the rest of the counters in a similar

way as she has shown. The exercise continues until all of the counters have been,
placed. She then runs her finger through the counters that is places her index finger

above the first counter (under card 1) and try to run it down, when the finger hits

the counter she says “odd”. She Repeat for counters 2 and after running her finger

through the two counters, she says “even”. She repeats it for the rest of the

numbers.
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After finishing the first period, she ask the child to show her the odd and even

numbers. Lastly using the 3rd period she points to a number and ask the child what

number is it.

Purposes:

Reinforcing the concept that each number is, made up of separate quantities.

Learning sequence of numbers

Learning the odd and even number

Learn the qualities and names of each number

Memorize the sequence of numbers from 0 to 10.

Learn the symbols for the numbers he knows.

Preparing for the writing of numbers.

Introducing the concept of zero and its symbol.

Activities like memory games, action games, poems and rhymes are also used to

teach numbers from 0 to ten.

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2. What do you know about the decimal system? How would you enable children

to count any quantity and identify numerals till 9999?

The decimal system is a numeral system, which arranges and categorizes numerical

quantities into different group of units. In a Montessori, it is offered when the child

can count and recognize the symbols from 0 to ten with complete understanding.

During Montessori Math Early childhood lessons, the numerals of the decimal

system are, introduced. The young child’s Sensitive Period for Order and

classification ensures a greater thrill for handling large quantities at this stage. Let

us see which material are, used in Montessori to introduce the concept of decimal

system.

INTRODUCTION TO GOLDEN BEADS:

This material is, made up of golden beads of similar size. They are, used to introduce

and understand functioning of decimal system and the four operations that is

addition, multiplication, division and subtraction.

Material:

Units, tens, hundreds, and thousands.

A unit is a single bead --a point.

Ten is ten beads strung together on a wire--a line.

A hundred is 10 ten bars fastened together side by side--a square.

A unit of thousands is 10 hundreds fastened together to form a cube

10x10x10 --a point.

This pattern of a point, a line, a square, repeats through the number system.

Exercise-1: Presentation of decimal system

Material:

Single golden bead, a ten-bar, a hundred square, a thousand cube and a dark green
tablemat.

Presentation:

The teacher introduces the material to the child. Using the three period lesson the

teacher places a single bead in front of the child and tells him that this is "1." Then

she places a ten bar in front of him. In addition, tells him that this is one ten. She
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do the same with hundred square and thousand cube. During the second period,

she ask the child to show her one unit, one ten, one hundred and one thousand.

Lastly, she points to the quantity and ask him what quantity is this.

Exercise-2: Passing nine game

Material:

Nine unit beads, nine ten beads, nine hundred square, one thousand cube and a

mat.

Presentation:

The teacher ask the child to count the single beads and arrange them horizontally.

When he reaches nine the teacher hands him the bar of ten and ask him to count.

She tell him that this bar is, called as one ten. She then ask him to count the bars of

ten when he reaches 9 she introduces him to the hundred square and ask him to

count the tens bars. She then tell him that we call 10 tens one hundred. Finally, she

asks to count the square of hundreds by putting them on top of each other. When

he finish counting until ten hundreds, she show him the cube of thousand. Ask him

to count the square of hundreds in the cube. When he completes she tells him that

10 hundreds are, called one thousand. She repeats the lesson until the child start

enjoying it.

Exercise-3: Group-counting game

Material:

9 single beads, 9 ten bars, 9 hundred square, 9 thousand cubes, a tray and a

tablemat.

Presentation:

This exercise is, done in a group. The teacher put a quantity on a table and ask the

children to count them. When they answer correctly, she put another quantity and
ask the same question. It is important to initially, use quantities from one hierarchy.

After the children have mastered it, use two hierarchies and so on. She continue

the exercise until the children can count to 9999. She can also do the exercise in

reverse order by saying the number and asking the child to put that quantity in the

try.
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INTRODUCTION TO LARGE NUBER CARDS:

Large number cards are 36 wooden cards of different sizes and number

written on them as,

The units (1 to 9) are, printed in green on white card.

The tens (10 to 90) are, printed in blue on white card.

The hundreds (100 to 900) are, printed in red on white card.

The units of thousands (1000 to 9000) are, printed in green on white card.

The ten cards are twice the width of the unit cards. The hundred cards are

three times the width of the unit cards. The thousand cards are four times

the width of the unit cards.

Exercise-1: Introduction to decimal symbols

Material:

Large number cards of 1, 10, 100, 1000 as described above.

Presentation:

The teacher introduces the numbers 1, 10, 100 and 1000 to the child by using the

cards. She uses the three period lesson by introducing the numbers written on the

cards in the first period, by asking the child to show a particular card in the second

period and by placing a card and asking as what number is, written on it.

Exercise-2: Complete layout of large number cards

Material:

Large number cards and a large size mat.

Presentation:

In this exercise the teacher with the help of a child, arrange the number cards

horizontally. She starts with the number cards from 1 to 9, Then from 10 to 90,

from 100 to 900 and from 1000 to 9000. She keep on naming the numbers and
asking the child to repeat with her so that child learns them. She repeat this

exercise until the child start enjoying it.

Exercise-3: Group gaming identifying numerals

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Material:

Large number cards and a tray.

Presentation:

This activity is, done in a group. Beginning with one hierarchy the teacher places a

number card in a tray and ask the child as “who can tell her how much is this”?

When a child answers correctly, she put another card in the same manner. She can

use two hierarchies at the same time if she think that the children are ready. This

activity can also be, played in reverse order where the teacher ask the children to

show her the desired quantity.

Exercise-4: Group game matching numbers and quantities

Material:

A set of large number cards, 9 single golden beads, 9 ten bars, 9 hundred squares,

9 thousand cubes and a tray.

Presentation:

This activity is, also done in a group. The teacher lays out the number cards on one

side and the beads material in sequence on the other side. Using only one

hierarchy, she put a quantity and ask the children to count it. When a child count it

correctly, she ask another child to put the correct number card beside it. She repeat

the activity with other quantities.

Exercise-5: Exchanging game

Material:

Golden beads material, trays, pots and floor mat.

Presentation:

The teacher starts with single beads and ask the child to arrange the beads

horizontally, when she he reaches ten she asks him to exchange it with a bar of ten
and places it above the other bars of ten. Then stat counting the other single beads.

She continues to exchange all the single beads with the bar of ten until the single

beads left are less than ten. She then ask him to start building square of hundred

by combining the ten bars and exchanging them with a square of hundred until he
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reach a point where the ten bars are less than 10 and so on. The same done with

thousand cube. The teacher can ask the child to place corresponding number cards

and place them beside the quantities.

Exercise-6: The bird’s eye view

Material:

45 golden bead units, 45 ten bars, 45 hundred square, 1 thousand cube, large

number cards from 1 to 1000, a felt lined tray and a green felt mat.

Presentation:

The teacher ask the child to arrange the number cards. Then she start asking the

name of the number by pointing at each card and then asking him to put the correct

quantity using the beads beside it. She continues until the whole set of number

cards is laid out in the correct order along with the corresponding quantities.

Purposes:

Introducing decimal system and one unit, one ten, one hundred and one

thousand.

Introducing the idea that after every nine progressions there is a new

hierarchy.

Enabling the child to count any quantity till 9999.

Introduction of written numeric symbols.

Enabling the child to read and compose any quantity till 9999.

Associating numerals to quantities.

Familiarizing with the process of exchanging.

Giving a bird’s eye view of the decimal system.

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3. Explain addition and multiplication exercises in your own words?

ADDITION:

This is a mathematical operation, in which smaller quantities are, summed up to

make larger quantity. In a Montessori environment, teachers uses golden beads

and large number cards to teach this concept to children. Let us evaluate exercises

used to make addition simple to learn:

Exercise-1: Addition without exchanging

In this exercise the addend are small number cards and the sum is a large number

cards.

Material:

Golden beads bank, a set of large number cards, a set of small number cards, 3 tray,

a small container and a floor mat.

Presentation:

This activity is, done in a group. The teacher write down the addends on a slip of

paper. Then arrange the numerals using small number cards in two trays and hand

each tray to two children. Then ask the children to bring the quantities of beads

according to the numbers. She then separate the small number card of the first

child and ask him to place the correct beads quantity under the card. Then take

small number card of the second child, place it under the first number card and ask

the child to place beads of the quantity above it. Take the set of numbers and place

the first one above and the second one under it like an addition equation. She

introduces the sign of “+” on this stage. Place a ruler or a paper strip under the

equation. Places the golden beads bank together. Ask one child to count the units

and place the correct number card under it. Ask the other child to count the tens

and place the correct number card under it. It is, done with the hundreds and
thousands. Then she explains to the children the addends and the sum of those

addends. Finally, she shows the children to record the answer on paper.
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Exercise-2: Addition with exchanging

Material:

Material is same as in exercise 1.

Presentation:

The teacher write down the addends on a slip of paper in such a way that the

answer must be above 9999. She ask the children to make their number using the

small number cards in their trays. Then she ask them to bring quantity of beads

according to their number. Take the small number card of the first child, place it on

the mat and place the quantity of beads under it. Then the small number card of

the second child place it under the first number and place the quantity of beads

above it. She do the same with the tens, hundreds and thousands cards. Then she

take the first set of numbers and place it on the side of the mat, place the second

set beneath it. She ask a child to count unit beads if the answer is larger than 10,

she ask him to exchange it with a 10 bead bar and if it is less then she ask him to

place the corresponding number beneath it. She ask the other child to add the tens,

if the answer is greater than ten tens she ask him to exchange it with hundred

square. The same goes with the hundreds. Finally, the thousands are, counted and

large number card is, placed under the equation. She then explains the equation to

the children. In addition, show them to record it on the paper.

MULTIPLICATION:

This is another very important concept of math. Multiplication refers to as adding

the same number repeatedly. This concept is, introduced to the child when he has

mastered addition.

Exercise: Multiplication with or without exchanging

Material:
Material used is same as used in the addition exercises.

Presentation:

This activity is, done in a group. The teacher write the quantities for each child to

be, multiplied, several time on paper slips. She make sure that the product of those
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quantities do not exceed 9999 and do not involve exchanging, for example, 1212

three times. She give the slips to every, child and ask them not to show their

quantities to other and build these quantities using small number cards in their

trays. After building their numbers, she ask them to bring the quantity of beads

according to these numbers. She take out the number cards of first child and place

them on the mat. She ask the child to place the correct quantities of beads, bars,

square and cubes, place them under the corresponding numbers. She then place

the small number cards on one-side. Places an addition sign and a paper strip under

them. She ask the children to add the number making sure that units, tens,

hundreds and thousands stay in their hierarchy. She invite the child to count the

beads beginning with units, then bar of tens, then square of hundreds and then the

cube of thousands. If exchanging is involved same concept as shown in the addition

with exchange exercise, is applied. At the end of the exercise the teacher explains

that 1212 three times is 3636 that is, if a same quantity is, added repeatedly, known

as multiplication.
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4. Explain how would you give the concepts of subtraction and division?

SUBTRACTION:

Subtraction means taking away smaller quantities from larger quantity. Large

quantities known as, minuend and smaller quantity as subtrahends. The

subtrahends are smaller than minuend and the difference between them as well.

Exercise-1: Subtraction without exchanging

Material:

Material is same as used in addition exercises.

Presentation:

This is a group presentation. The teacher writes the minuend and the subtrahend

on two separate paper slips. She gives the minuend to the children and ask them

to build it using large cards and bring the beads for the quantity. She places the

beads with their corresponding numbers on the mat. Then she give them the

subtrahend slip, ask them to build the number with small number card and ask him

to take the beads quantity equal to the subtrahend away from the minuend beads

and place them in his tray. She place the subtrahend number cards under the

minuend, places a ruler underneath, introduces the subtraction sign and places it

beside the number cards. She start counting the remaining bead quantity starting

from units and placing a small number card under the corresponding numeral. She

explains that they started with a large number, took away a small number that is,

subtracted and get our answer.

Exercise-2: Subtracting with exchanging

Material:

Material is same.

Presentation:
Material is, arranged in the same way as in the above exercise. The teacher write

the minuend and subtrahend on two slips, that is, 5832-4543. Minuend slip is, given

to one child, small number cards are build and beads are, placed with the numbers.
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Subtrahend number slip is, given to the other child and number cards are build. The

teacher ask the second child to take away the beads quantity equivalent to the

subtrahend from the minuend beads. The child will realize that the subtrahend unit

number is larger than minuend. The teacher will suggest exchanging ten unit beads

with a bar of ten, he will have twelve beads from which he can take away three. It

will goes with tens, where available beads are two, as being, already exchanged

while he need four. The teacher will again suggest exchanging ten bars of ten with

a square of hundred where he will be, left with twelve from which he will take way

4 and so on. Finally, all the beads are, counted and children places the

corresponding number card as answers.

DIVISION:

Division is spitting a quantity into equal parts or groups. There are two value in a

division sum,

a. Quantity to be, divided, the dividend.

b. The number by which another number is to be, divided, the divisor.

Exercise-1: Division without exchanging

Material:

Golden beads bank, 2 to 3 sets of small number cards, a set of large number cards,

3 trays and containers and a floor mat.

Presentation:

It is a group exercise. The teacher take 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.). She write

a dividend on a paper slip e.g. 4862, hand it over to a child, ask him to build the

number with large number cards and bring the corresponding beads quantity. She

tells the children that she will divide the quantity between them. She places equal
amount of beads starting from thousand cubes, then hundred squares, bars of ten,

and unit beads, into their trays. She asks them to build their numbers with small

number cards. They both write 2431. She takes the small cards from one tray and

places them over the large number cards; tell the children that by dividing 4862

between 2 children, each get 2431 and nothing is, left.

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Exercise-2: Division without exchanging

Material:

Material is same as used above.

Presentation:

The teacher invite two children for the exercise think of a dividend and a divisor, so

that the sum involve exchanging. e.g. 5672 ÷ 2. She write the dividend on a paper

slip, give it to the child, ask him to build the number using large number cards and

bring the beads quantity. She place the bead material and the large number cards

on the floor mat. She tells the children that she has 5672; she is going to divide it

between both children. She start the division from thousand cubes; give two cubes

to each child making the children realize that one thousand is left. She ask them

what shall they do. In addition, wait for their reply. Occasionally a child will suggest

exchanging it with ten hundred squares. By doing so she get 16 hundred squares

which she will equally divide between them. She repeats it with the tens and units.

When the quantity is, equally divided, she ask the children to build their numbers

using small number cards. Each child has 2836. She take the small cards from one

tray and puts them above the large number cards and says that when she divided

5672 between two children, each got 2836 and nothing is left.

Exercise-3: Division with remainder

Material:

Material is same as used above.

Presentation:

The teacher thinks of a division sum that will leave a remainder, e.g. 457 ÷ 3. She

write the dividend on a paper slip hand it over to a child, ask him to build the

number using large number cards and bring the quantity. She arranges it on the
mat. She tells the children that she is going to divide 457 equally among three

children. She starts with the hundred squares where 1 hundred is left. She

exchanged it for 10 ten bars. Then she divide 15 tens among the children. Each

child gets 5 bars of ten. Finally, she start dividing the seven beads unit. Each child

gets 2 units whereas one unit is left. She explain that she does not have enough
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units for everyone; so this will be, called as remainder. She then ask each child to

build their amounts using small number cards. Each has 152. She take the small

number cards from one tray, puts them above the dividend and tell that she had

457. Which she divided equally among three children. Each child got 152, and one

was a remainder. The teacher can reinforce the terms, dividend, divisor, quotient

and remainder.
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5. What are teens and tens boards? Explain their purpose and usage.

Before using the teens and tens boards, the teacher has to familiarize the child with

the colored beads bars. They are bars from single bead to nine beads. Each bar has

different color beads. The teacher demonstrate exercises relating bead bars so that

they prepare for the board exercises and count from 11 to 19.

TEENS BOARDS:

They are, also known as Seguin boards, designed by Dr. Edouard Seguin. It include

set of two boards:

Board A, number “10” is, printed 5 times on it.

Board B, number “10” is, printed four times on it.

Cards of appropriate size from 1 to 9 which can slide through the board.

Exercise-1: Identifying numerals 11 to 19

Tens boards are used in this exercise.

Presentation:

The teacher place the boards on the mat and ask the child as what number is,

written on the board. When the child answer correctly, she slide card of one and

hide the zero. Using the three period lesson, she first name the number, repeating

it several times by slide the number one in and out. She do the same with twelve

and thirteen. In the second period, she ask the child to show her eleven, twelve and

thirteen one by one. Finally in the third period, pointing to the numbers she ask the

child as what number is this. After practicing from 11 to thirteen she introduce the

other three numbers until they reach number nineteen.

Exercise-2: Quantities and numerals 11 to 19

Material:

Teens number boards, number cards from 1 to 9, nine ten bars, a set of colored
bead bars i-e, one to nine and a floor mat.
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Presentation:

The teacher arrange the boards and the colored beads bars on the floor mat. She

put a bar of ten beside the board and places a one colored bead on its right side,

ask the child to count them. She then slide the one number card on the board over

the zero. Tell the child that ten and one are eleven. She repeat this exercise until

they reach nineteen.

Exercise-3: Learning the names 10 to 90

Material:

45 ten bars and a felt mat.

Presentation:

The teacher take a bar of ten, ask the child what it is and put it aside. Then place

two ten bars, ask the child what it is, he will say two ten bars and the teacher will

tell him that two ten bars are, called twenty. She repeat it several time. Using the

three period lesson, in the first period teacher introduce ten, twenty and thirty to

the child, in second period she ask the child to show her these quantities and in the

third period she point to the quantity and ask him what this is. She do this activity

until they reaches 90.

TENS BOARDS:

These are, also known as Seguin boards, designed by Edouard Seguin. It is also a set

of two boards.

Board A has 10, 20, 30, 40 and 50 written on them.

Board B has 60, 70, 80 and 90 written on them.

Exercise-1: Identifying numerals 10 to 90

Material:

Ten boards are required.

Presentation:

By using three period lesson, the teacher chooses first 3 numbers i-e, 10, 20 and

30. In the first period teacher points to the number and tell the child that these are
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10, 20 and 30. Repeat it several times. In the second period, she ask the child to

show her 10, then 20 and then thirty. In the third period, she point to the numbers

one by one and ask him what this is. She repeat the exercise for all the numbers.

Exercise-2: Quantities and numerals 10 to 90

Material:

Tens boards, 45 bars of ten and floor mat.

Presentation:

The teacher arranges the boards on the floor mat. She place a bar of ten beside the

number ten, ask the child to count the beads and say the number. Then she places

two ten bars beside the number twenty, ask the child to count them and tell him

that this is twenty. She keep on doing the exercise until the child recognize and

count the numbers to ninety.

Exercise-3: Associating quantities and numerals- 11 to 99

Material:

Nine bars of ten, colored bead bars, tens boards, cards 1-9 which can fir in the tens

boards and floor mat.

Presentation:

The teacher arrange the material on the floor mat. She take number one card and

slide it on the zero beside one. She tell the child that one and one make eleven. She

also places a bar of ten and a colored bead beside 11 and ask the child to count

them. Then she build the number twelve using the bead bars, ask the child to count

them and slide the two number card beside two over the zero. Tell the child that

two and two makes twenty-two. She ask the child to keep on building numbers and

making numbers on the board. When he has made numbers until 29 move to 30s

and so on.