Sana Rabia Dk910

Module 7
Montessori Mathematics Exercises
(Part 2)

NAME: SANA RABIA

Roll No: Dk910

Question 1:
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Explain Different groups of Montessori Math exercises and how the directress should
efficiently present exercises through sequential and parallel work in various groups.
Answer:

The Montessori mathematical exercises are normally grouped into following groups:

1. Number through Ten

2. Decimal system
3. Counting beyond Ten (Linear and skip counting)
4. Memorization of Arithmetic Tables
5. Passage to Abstractions
6. Fractions

There is some sequential work and some parallel work.

1. Numbers through Ten

The first group is 'Numbers Through Ten'. The experiences in this group are sequential and the child
must have full understanding and must master all the exercises of Numbers Through Ten before moving
ahead..

2. The Decimal system

The focus here is on the hierarchy of the decimal system and how the system functions. It also starts off
the child on the exercises of simple computations, which are the operations of arithmetic.

3. Counting beyond Ten

The third group is started when the Decimal System is well underway. Here onwards, these
exercises are carried out parallel to the continuation of the Decimal System. This third group,
i.e. ‘Counting Beyond Ten’, includes the teens, tens as well as linear and skip counting.

4. Memorization of Arithmetic tables

The fourth group involves the ‘Memorization of the Arithmetic Tables’. This stage can be
commenced alongside the later stages of the Decimal System and the Counting Beyond Ten
exercises.

5. Passage of Abstraction
The fifth group is the ‘Passage to Abstraction’. The exercises in this group involve helping the
child understand the process of each form of arithmetic and the tables of each operation. There
is an overlap here again. The child who knows the process and tables for the other operations
and these will not be taken up until he shows readiness. The exercises in this group allow the
child to drop the use of the material as he is now ready to handle these exercises without
assisting items. He can then progress to work increasingly with the symbols on paper without
the need to use materials to attempt to find the answers.

6. Fractions
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The sixth and final group of materials, ‘Fractions’, can be worked on parallel to the group of
Making Abstractions, whereas the early work with the Fractions can begin with Sensorial Work.

Question 2:
Explain the exercises which enable the child to count till 1000?
Answer:
Linear Exercises helps children learn to count till 1000 and getting familiar with the Decimal System
relationships, including the concepts of squares and cubes of numbers. Linear
counting is presented in two stages; in the first one, children learn to count till 100, and in the
second one, they master counting till 1000.
This helps consolidate children’s knowledge of counting. Up until now, they have worked with
tens and hundreds in the Decimal System. With these exercises however, they now become
familiar with the sequence of numbers from 1 through to 1000. Counting is a monotonous
activity and tends to become mechanical over time. Through repetition, children instinctively
adopt this mechanism of counting.
When the two chains are placed parallel to each other, they show in a striking and sensorial
way the difference between the square and the cube of ten. In this way, the Decimal System
relations are further emphasized to the child.

COUNTING FROM 1 TO 1000

 The Thousand Chain
Material:
- A Thousand Chain consisting of 100 bars of 10
- Ten squares of hundred
- The Thousand Cube Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels arrowed 10 – 990
3. Red labels from 100 – 900
4. Large green label marked 1,000
- A large sized mat or runner

Presentation:
The directress tells children that they are going to be looking at an even longer chain
than the 100 chain now. She then has them unroll the runner all the way and hold the 1000
chain. She then carries the chain to the runner, with all of the strands laid out straight and has
the kids bring over the cube and the large box on a tray over to the runner along with the
hundred squares. She tells them that they are going to try to fold the chain similar to how they
did with the 100 chain. She makes a hundred and asks the child what she just made and places a hundred
square next to it, repeating until the whole chain has been folded into a hundred
squares. The children can begin to make them independently after a while.
The teacher then places each of the hundred squares next to the hundred squares she has made with the
kids, before placing the hundred squares on top of the hundred squares made with them. She then counts
with the children to see how many hundred squares there are in total. She continues to have the children
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place each hundred squares on top of each other now similar to how she did herself earlier, and iterates
how this now looks just like the cube, and that when we have 10 hundred squares, we know that we have
1000 beads.

Now she places the cube next to the ten hundred squares (placed on top of one another) to show this to
children. She then has them gently pull the 1,000 chain straight and lay out all of the tickets. Each bead is
counted and the correct ticket placed as and when needed. When the number 100 is reached, the ticket as
well as a hundred square is placed next to the 100th bead, repeating for every hundred reached, including
the 1000th bead.

At the end of the exercise, she ask the children, going back to the beginning
and counting; 100, 200, 300, 400, 500, 600, 700, 800, 900. She then asks them how many they
had at the end: 1000.
They finally go back to the beginning and count the tens; 10, 20, 30, 40, 50, . . . 100, 110, 120, .... 400,
410, 420, . . . 980, 990, 1000. The children are then told to count backwards by tens. As the labels have to
be placed at the end of each bar, children easily recognize if they have made a mistake in counting. The
material can now be put away with the help of children.

Question 3:
Print *Dot Game paper (from the link given below) and send three solved problems, each
carrying four addends?

Solution 1:

Solution 2:
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Solution 3:

Question 4:
Explain the presentations of Multiplication Board and Division
Board in your own words. Also make illustrations.
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Solution:

 Multiplication Board
The purpose of multiplication bead board is to provide training in multiplication leading to
memorization of the important multiplication table 1x1 through 10x10. The box contains a holed
multiplication working; 100 holes in rows of ten arranged in a square, 100 red beads, a box of
small plastic cards numbering 1-10 which represent the multiplicand and a red disc. The board
has a slot on the left side for cards’ insertion.

Materials
 multiplication board
 A red, wooden disc.
 printed multiplication tables sheet
 A set of cards from 1 to 10
 Multiplication Charts 1
Presentation
1. Show the child the material and have him bring it to the table.
2. Show the child the numbers along the top of the board. Tell the child, “These numbers tell
us how many times to take a number.”
3. Show the child how to slide the card (4) into the slot on the side of the board.
4. Tell the child, “This tells us we will be doing the table of 4.”

5. Place the little red disc above the 1 at the top of the board.
6. Say, “This tells us we need to take 4 one times.
7. Using the red beads, place 4 one times in a vertical line.
8. Have the child count how many beads there are on the board.
9. Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the
equation.
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10. Move the disc over number 2.

11. Tell the child, “We now need 4 two times. But we already have 4 one times.”
12. Have the child place the red beads in a vertical line next to the first four.
13. Have the child count the total number of beads on the board.
14. Say, “4 x 2 is 8”.

15.  Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you.
16. If the child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was
28. Count from 28 up four more. Repeat in this way until he has finished the board.
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17. Have the child read all of the equations and answers written on the multiplication table
sheet.
18. The child can check his work on Multiplication Chart 1.

19.
19.
The child, over time, does each of the tables in the same way. He can then make a booklet of
the tables.

 Division board
The division board helps the child practice the tables of division with the dividends 1 to 81 and
the divisors 1 to 9. It helps the child to internalize division tables. The material consists of a unit
division working board, a box containing 9 green unit skittles and 81 green plastic beads.
Materials
The unit division board
 9 green skittles
A box with 81 green beads
 Printed division slips
 A glass bowl
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Presentation
1. Show the child the material and have him bring it to the table.
2. Look at the board with the child. Introduce the board to the child and Show him all the
places for the beads.
3. Show him the numbers at the top of the boards and tell him that they are the divisors.
4. Tell him the numbers on the side will be the answer(quotient). Pointing to the last number
tell the child that answer cannot be greater than the divisor that is 9
5. Also tell him that the remainder cannot be equal or larger than the divisor.

6. Write an equation for example:81 9

7. Ask the child how much is to be divided that is what is the dividend, his answer should be
81. Have the child count 81 beads into the glass bowl.
8. Ask the child the divisor in the equation, if he answers correctly then place 9 skittles
below the number 1 to 9 on the top of the board.
9. Have the child do this equation as written above. Take the beads one by one and place
under each skittle in the first row.
10. Continue the same way until all the beads are finished in the bowl.
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11. As this will completely fill 9 rows till 9 , our answer is 9 and point it towards left of the
board.
12. Read the finished equation out loud with the child.
13. Then write: 81 8 =
14. Have the child do this equation and write in the remainder.
15. Look with the child at the remainder and notice that it is bigger than the divisor.
16. Cross off the whole equation.
17. Repeat for 81 7 =
18. Repeat for 81 6 =
19. Look at the last three crossed off equations and wonder out loud: “I wonder if the others
will also have a remainder larger than the divisor?”
20. The child should notice that the remainder gets bigger and bigger as the divisor gets
smaller and smaller.
21. Decide together that because of this pattern, only 81 9 works.
22. We can finish our presentation here.
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Question 5:
How is Stamp Game introduced to the child? Also explain how
subtraction problems can be solved with stamp game?

Solution:

 Stamp game
Stamp game provides further practice in addition, subtraction, multiplication and short division
in multiplication system. It also informs children in long term divisions.
Introducing Stamp game
Materials:
- Large quantities of wooden squares of equal size about 1 inch square like stamps:
1. Each stamp of 1 is green marked with ‘1’.
2. Each stamp of 10 is blue marked with ‘10’.
3. Each stamp of 100 is red marked with ‘100’.
4. Each stamp of 1000 is green marked with ‘1000’.
- A pencil and ruler
- Special grid paper
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Introduction:
The directress starts by inviting the children to come work with her and bring
along the paper, the box of wooden tiles and the tray from ‘Introduction to Quantity’. She
introduces the materials to the child; she shows children the Green Tile with the unit 1 written on
it and tells them that this is the same as the unit bead. Similarly, she shows them the Blue Tile
with the unit 10 written on it and informs them that this is similar to the ten-bar. She continues to
repeat this for the tiles of 100 and 1000. The Three Period Lesson is also carried out with the 1,
10, 100 and 1000 tiles by showing children that when we take out the unit 1 tiles, we place them
directly in front of the compartment where the other 1’s are. They are told that they are going to
take out 5. As they take out 5 of the unit 1 tiles, they are all placed in front of the unit 1
compartment. They are then placed back and the children are given a few different numbers to be
taken out, for example, 3 tens, 5 hundreds, or 2 thousands. They are then given a larger number
and told, “Now we are going to make a larger number. This number will have 3 units, 5 tens, 2
hundreds, 1 thousand.” As they are given each number, have them take out the appropriate tiles.
The directress then counts to check the final product and then has the children put
the tiles back into their compartments.

 Subtraction with stamp game

Subtraction with stamp game enables the child to carry out subtraction operations individually
and to help the child move from concrete to more abstract work in small groups
1. Read the equation:
                  7 3 2 5
                - 5 9 5 6               
                --------------------------    
                --------------------------
2. Arrange the stamps showing the minuend e.g. 7325
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3. Point to the unit place value and explain that it is not possible to subtract 6 from 5 without
exchanging the stamps. Exchange 1 blue ten stamp with 10 green unit stamps from the bank and
place the 10 green unit stamps together with the unit stamps.

4. Keep track of the exchange by counting the remaining blue ten stamps (now 1) and green unit
stamps (now 15). Subtract 6 green unit stamps from the now 15 green unit stamps and return
them to the bank. Now, point to the ten place value and explain that it is not possible to
subtract 5 from 1 without exchanging. Exchange 1 red hundred stamp with 10 blue ten stamps
from the bank and place the 10 blue ten stamps together with the ten stamps.
5. Keep track of the exchange by counting the remaining red hundred stamps (now 2) and blue
ten stamps (now 11). Subtract 5 blue ten stamps from the now 11 blue ten stamps and return
them to the bank.
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6. Now, point to the hundred place value and explain that it is not possible to subtract 9 from 2
without exchanging. Exchange 1 green thousand stamp with 10 red hundred stamps from the
bank and place the 10 red hundred stamps together with the hundred stamps. Ask your child to
keep track of the exchange by counting the remaining green thousand stamps (now 6) and red
hundred stamps (now 12). Subtract 9 red hundred stamps from the now 12 red hundred stamps
and return them to the bank.

7. Subtract 5 green thousand stamps from the now 6 thousand stamps and return them to the
bank.

8. Read out the answer with the child saying, “we had 7325, we took away 5956 and our answer
is 1369.

7 3 2 5
   - 5 9 5 6               
  --------------------------
     1 3 6 9        
  --------------------------