Name: Saqba Amin

Roll number: D18294

Assignment: Module 7

Course: Preschool / Early childhood (3 to 6 years)

Question/Answer

Question 1: Explain Different groups of Montessori Math exercises and how the
directress should efficiently present exercises through sequential and parallel
work in various groups.
The exercises in arithmetic are grouped. There is some sequential work
and some parallel work. The first group is 'Numbers Through Ten'. The
experiences in this group are sequential. When the child has a full
understanding of Numbers Through Ten, the second group, 'The Decimal
System' can be introduced. 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. 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.
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. 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 in an overlap here again. The child who knows the
process and tables for the other operation sand 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.
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.
 Name: Saqba Amin Roll number: D18294

Question 2: Explain the exercises which enable the child to count till1000?
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.
Presentation 1:Material:
- The hundred chain consisting of 10 bars of 10.- The hundred square-
Containers having arrow labels:1. Green labels marked 1 – 92. Blue labels
marked 10 – 903. A red label marked 100- A large sized mat or runner.
- The 100 Chain
Exercise:
The children are invited to the chain cabinet and shown the bars on the
shelves to discuss if they have seen bars like these before. The directress
starts by counting with them starting from the unit to the 10 bar and
unrolling the runner just a little. She shows them how to hold the 100 chain
by both ends and lay it out vertically at the bottom of the mat. The kids are
made to place the tray below the 100 chain and slowly fold the chain
together to create the hundred square, emphasizing that it looks like the
hundred square. The hundred square displaced on top of the folded 100
chain to show that they are the same. The hundred square is removed and
the chain gently re-straightened. The teacher takes out the green unit
tickets and tells the kids what they are called. They are lined in a vertical
line to the left of the 10 chain. The children are then shown the blue ten
tickets which are placed in a vertical line above the unit tickets. The first ten
 Name: Saqba Amin Roll number :D18294

are labeled using the unit tickets and placed to the left of the chain.
Together, they count from 11 to 20. At the 20 mark, the ticket that says 20
is placed to its right, counting by units; as they continue placing the ten
tickets until they reach 100. The children are made to place the red 100
ticket to the 100. They are told, “You have just counted to 100.”She asks,
“How many beads are in this chain?”, as they respond with “100”. She then
points tothe hundred square and asks, “And how many are in this?”, as they
respond again with “100”.All the tickets are then counted alongside the
kids: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40,50, 60, 70, 80, 90, and 100.They
are then counted backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7,
6, 5, 4, 3, 2, 1.Children are instructed to replace the tickets into their correct
envelope and then the rest of the material of the 20 bead.
Presentation 2:Material:
 - A Thousand Chain consisting of 100 bars of 10- Ten squares of hundred-
The Thousand Cube Containers having arrow labels:1 . G r e e n l a b e l s
m a r k e d 1   – 9 2.Blue labels arrowed 10 – 9903 . R e d l a b e l s
f r o m 1 0 0 – 9 0 0 4 . L a r g e g r e e n l a b e l   m a r k e d   1 , 0 0 0 - A large
sized mat or runner
Exercise:
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 1000chain. 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 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 place each hundred squares on top of each other now
 Name: Saqba Amin Roll number :D18294

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 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 similar to Presentation 1. When the
number 100 is reached, the ticket as well as a hundred square displaced
next to the 100th bead, repeating for every hundred reached, including the
1000th bead. At the end of the exercise, she looks at the world of 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 they have made
mistake in counting. The material can now be put away.
Question 3: Print *Dot Game paper (from the link given below) and send three
solved problems, each carrying four addends?
Question 4: Explain the presentations of Multiplication Board and Division
Board in your own words. Also make illustrations.
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 hold 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:
- A perforated board with 100 holes in rows of 10 arranged in a square. At
the left side of the board is a window with a slot for the insertion of
the cards.- A red wooden disc- Tables of multiplication- A set of cards from
1 to 10
Exercise:
 Name: Saqba Amin Roll number :D18294

The directress shows children the materials and the numbers along the top
of the board and tells them that these numbers tell us how many times to
take a number. She also demonstrates how to slide the ‘4’ card into the slot
on the side of the board, as she tells them, “This tells us how we will be
doing the Table of 4.” She then places the little red disc above the1 at the
top of the board and says, “This tells us we need to take 4 one time.” Using
the redheads, she places 4 one time in a vertical line and asks the children
to count the total number of beads that are on the board and tells them, “4
x 1 is 4”.The children are then instructed to write the answer on the paper
next to the equation. She then moves the discover above the ‘2’ and tells the
children, “We now need 4 two times, but we already have 4 one time.” The
children are told to place the red beads in a vertical line next tothe first four
and then count the total number of beads on the board. She then says “4 x
2 is 8”.The directress repeats it till the children reach 4 x 4 and then they
are told to say the equation along with the directress.
9If the children are making the table easily, they are shown that 4 x 7 is 28,
and once they reach 4x 8, count from 28 up four more. This exercise should
be repeated until they have finished theboard.The directress makes the
children read all of the equations and answers are written on a piece of
paper. They can check their work on Multiplication Chart 1.
Question 5: How is Stamp Game introduced to the child? Also explain how
subtraction problems can be solved with stamp game.
Stamp Game: Materials:
-Large quantities of wooden squares of equal size about 1 inch
square like stamps:1 . E a c h s t a m p o f 1 i s g r e e n m a r k e d w i t h
‘ 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 p e n c i l a n d r u l e r - S p e c i a l g r i d
p a p e r 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
 Name: Saqba Amin Roll number :D18294

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 arethen
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 putthe tiles back into their compartments.
Subtraction:
Exercise 1: The children are invited to come and work with the directress
who writes down on paper two different numbers and introduces the new
subtraction sign. The children are instructed to construct the first number
and then told that we are going to take3 units from the four units
constructed. Have them move 3 units off to the left side of the table, count
how many units are left and write the answer. Next, have them take 2
tens away from the5 and move them off to the side of the table. Count and
then write how many tens are left. Repeat for the hundreds and thousands.
Finally, read the answer out loud with the children.
Exercise 2:
 The directress writes a first large number and a second number under it,
making sure that the numbers lead to dynamic subtraction. She has the
children create the first number, as she asks them how many units are we
going to take away, i.e. 3. But as the child becomes stuck, she says that we
are going to have to change one of the tens for units, as she
12takes out ten units and replaces it with one of the ten tiles. She then has
them take 3 units away from the now 12 units and places the unneeded tiles
off to the side of the table.
 Name: Saqba Amin Roll number :D18294

13The teacher has the child write how many units he has left. She then
repeats for the tens, hundreds, and thousands, changing as and when
needed, reading the final answer with the children as well as discussing
the entire question problem in its entirety. All this is repeated until children
feel comfortable to work alone. Children should be encouraged to pose their
own problem examples and guided in the process.