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 brings the child over to the long Rods and reminds him its use. She then tells them
that there are rods similar to long rods except for they are red and blue. She invites 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 times. Repeat it with the other two rods as well by calling them two and three. She then
does the 2nd and 3rd period of three period lessons. When the child gets familiar to the numbers,
she takes out the rods 4, 5 and 6. This is how she repeats the exercise for all the numbers from 1 to
10. Depending on the child, this may be, taught over a few days.

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 begins by sensitizing fingers. She introduces the child with the material. Then take out
1, trace it three times and says, “one”. Invite the child to repeat. She repeats 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 places 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 asks the child to find rod 1 and number 1 and place the card next to the rod. She asks
him to keep placing the cards t their corresponding rods.

Presentation-3:

She asks the child to build stairs out of rods and place the numbers cards next to the
corresponding rod. She continues until all the cards are, placed in sequence.

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 tells 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 looks 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 tells 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 counters next to each other but place the last counter under and to the middle of the two
counters. She makes sure that the child places 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.

After finishing the first period, she asks 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.

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 materials 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 does the same with hundred square and
thousand cube. During the second period, she asks 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 asks 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 tells 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 finishes 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 asks the children to
count them. When they answer correctly, she put another quantity and asks 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 continues 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.

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 keeps on naming the numbers and asking the child to repeat with her so that child
learns them. She repeats this exercise until the child start enjoying it.

Exercise-3: Group gaming identifying numerals

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
thinks that the children are ready. This activity can also be, played in reverse order where the
teacher asks 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
asks the children to count it. When a child counts it correctly, she asks another child to put the
correct number card beside it. She repeats 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 start 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
reaches 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 asks 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.

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 use 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 writes 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
separates the small number card of the first child and asks 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.

Exercise-2: Addition with exchanging Material:

Material is same as in exercise 1.

Presentation:

The teacher writes down the addends on a slip of paper in such a way that the answer must be
above 9999. She asks the children to make their number using the small number cards in their
trays. Then she asks 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 does the same with the tens, hundreds and thousands cards. Then she takes
the first set of numbers and places 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 writes the quantities for each child to be, multiplied,
several times on paper slips. She makes sure that the product of those 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 asks them to bring the quantity of
beads according to these numbers. She takes out the number cards of first child and places them
on the mat. She asks the child to place the correct quantities of beads, bars, square and cubes,
place them under the corresponding numbers. She then places the small number cards on one-
side. Places an addition sign and a paper strip under them. She asks the children to add the
number making sure that units, tens, hundreds and thousands stay in their hierarchy. She invites
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.

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 asks 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 places the subtrahend number cards under the minuend,
places a ruler underneath, introduces the subtraction sign and places it beside the number cards.
She starts 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 writes 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. Subtrahend number slip is, given to the
other child and number cards are build. The teacher asks 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 go
with tens, where available beads are two, as being, already exchanged while he needs 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 place the corresponding number card as answers.

DIVISION:

Division is spitting a quantity into equal parts or groups. There are two values 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 takes 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 writes 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.

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
involves exchanging. e.g. 5672 ÷ 2. She writes 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 places 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 starts the division from thousand cubes;
give two cubes to each child making the children realize that one thousand is left. She asks them
what they shall 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
asks 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 divides 15 tens among the children. Each child gets
5 bars of ten. Finally, she starts dividing the seven beads unit. Each child gets 2 units whereas one
unit is left. She explains that she does not have enough units for everyone; so this will be, called as
remainder. She then asks each child to build their amounts using small number cards. Each has
152. She takes 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.

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 demonstrates 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 includes 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 answers 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 does the same with twelve and thirteen. In the second period, she asks the child to
show her eleven, twelve and thirteen one by one. Finally in the third period, pointing to the
numbers she asks 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.

Presentation:

The teacher arranges 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 slides the one number card on the board over the zero. Tell the child that ten and one are
eleven. She repeats 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 10, 20 and 30. Repeat it
several times. In the second period, she asks 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 repeats 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 places a bar of ten beside the number ten,
asks 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 keeps 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 arranges the material on the floor mat. She takes number one card and slides it on the
zero beside one. She tells the child that one and one make eleven. She also places a bar of ten and a
colored bead beside 11 and asks the child to count them. Then she builds the number twelve using
the bead bars, asks the child to count them and slide the two number cards beside two over the
zero. Tell the child that two and two makes twenty-two. She asks the child to keep on building
numbers and making numbers on the board. When he has made numbers until 29 moves to 30s
and so on.