Assignment module 7

1. EXPLAIN DIFFERENT GROUPS OF MONTESSORI MATH EXERCISES AND

HOW THE DIRECTRESS SHOULD EFFICIENTLY PRESENT EXERCISES
THROUGH SEQUENTIAL AND PARALLEL WORK IN VARIOUS GROUPS.
Montessori mathematical exercises are normally grouped into the following groups,

 Counting till ten

Number rods, sandpaper numbers, number rods and cards, spindle boxes, cards
and counters and memory games
 Decimal system
Bead material introduction, symbols introduction, passing nine game, group counting
game and group game identification of numerals, exchanging, addition,
multiplication, subtraction, division, stamp game, small number rods, short bead
stairs, dot game, word problems
 Counting beyond ten
Quantity and symbol 11 to 19, association and quantity 20 to 90, association 20 to
90, linear counting 1 to 100 and 1 to 1000, skip counting, number roll
 Tables of arithmetic
snake game, boards, charts, bead for addition, subtraction, multiplication and
division
 Abstraction
 Fractions

The preschool age (4 to 6 years) curriculum normally includes the first three to four
groups, while the rest is introduced later at lower elementary and upper elementary
stages.
The directress should work through different groups by sometimes carrying out
sequential work, while sometimes by presenting parallel exercises from different groups.

POINT FOR PRESENTING EXERCISES IN DIFFERENT GROUPS

1. Exercises in group 1(counting till ten) should be introduced first and the child must
master them before moving ahead to exercises in other groups.
2. When child has mastered the group 1 exercises then introduce the group 2
exercises (the decimal system).
3. The group 3 exercises can be presented when the group is well underway.
4. The exercise in group 4 (memorization of arithmetic tables) can be introduced while
the later work of the decimal system and linear and skip counting exercises are
going on.
5. The exercises in group 5 (passage to abstraction) allow the child to stop the use of
Montessori material and work on paper. As soon as the child is well familiar with
tables of a mathematical operation such as addition, he may move ahead into the
abstraction phase of that operation while learning the tables of other operations.
6. The exercises in group 6 (fractions) can run parallel to group 5 (passage to
abstractions). Sensorial work with fraction material can be introduced even sooner.
2. EXPLAIN THE EXERCISES WHICH ENABLE THE CHILD TO COUNT
TILL 1000?
The child enables to count till 1000 through linear counting. Linear counting is presented
in 2 stages, in first the child learns to count till 100 and in the second stage he counts till
1000.

STAGE 1
THE HUNDRED CHAIN
MATERIAL

 The hundred chain consisting of 10 bars of ten connected to each other.

 The hundred square made up of 10 bars of ten connected to each other
 Small containers having arrow labels:

1. Green labels marked 1 to 9

2. Blue labels marked 10 to 90
3. A red label marked 100

 A large sized mat or runner.

PRESENTATION

 Shift the materials along the children to the workplace.

 The children are invited to the chain cabinet and shown the bars on the shelves and
discuss if they have seen bars like these before.
 Take the chain of hundred to workplace and unroll the runner.
 Show the kids how to hold the 100 chain by both ends and lay it out vertically at the
bottom of the mat.
 Slowly fold the chain together to create the hundred square, emphasizing that it
looks like the hundred square. The hundred square is placed 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.
 Finally point to the hundred ticket in red and place above the blue arrow tickets.
 The first ten beads are labeled using the green unit-arrow-tickets and placed to the
left of the chain.
 On reaching the 10th bead of the first bar, place the blue ticket marked 10.
 Tell the children to place the next ticket at the end of each bar.
 Continue counting from 11 to 20, the ticket that marked 20 is placed with the 20 th
bead.
 continue placing the blue tickets until reach 100.
 place the red ticket to the 100th bead and say “You have just counted to 100.”
 Also place the hundred square at the end of the chain.
 Explain to the child there are 100 beads in the square and on the chain.
 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 count again or else place the materials at their appropriate
places.
STAGE 2
THE THOUSAND CHAIN
MATERIAL

 A Thousand Chain consisting of 100 bars of 10 connected to each other

 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

 A tray

PRESENTATION

 Shift the materials to the workplace with the help of child and unroll the runner.
 The directress takes the child to the bead cabinet and introduce him to the 1000
chain. She then carries the chain to the runner with all of the strands laid out
straight.
 She tells him that they are going to fold the chain similar to how they
 did with the 100 chain.
 She stops at a hundred square and ask the child “what is this?”
 Place a hundred square next to it, let the child notice the similarity and recall the 100
chain.
 Continue the folding of whole chain and keep on placing the hundred squares below
each with the child.
 She then counts with the child to see how many hundred squares there are in total.
 Then place all the hundred squares on top of the hundred squares of the chain.
 Ask the child to pile up the hundred square into cube and place the cube next to the
pile.
 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 similar to the above
presentation.
 When the 100th 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 1000th bead, place the cube as well.
 Walk all the way from the beginning of the runner to the end to look at the child ‘s
work.
 going back to the beginning and counting; 100, 200, 300, 400, 500, 600, 700, 800,
900.
 She then asks the child how many beads are there at the end; his answer would be
1000.
 now 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.
 When finished ask the child to return all the materials.
3. PRINT *DOT GAME PAPER (FROM THE LINK GIVEN BELOW) AND
SEND THREE SOLVED PROBLEMS, EACH CARRYING FOUR
ADDENDS?
4. EXPLAIN THE PRESENTATIONS OF MULTIPLICATION BOARD AND
DIVISION BOARD IN YOUR OWN WORDS.ALSO MAKE
ILLUSTRATIONS.

MULTIPLICATION BOARD
The purpose of multiplication bead board is to practice multiplication table 1x1 through
10x10. The box contains a perforated multiplication working board with 100 holes in
rows of ten arranged in a square, a box of 100 red beads, a box of small plastic cards
numbering 1-10 which represent the multiplicand and a red disc to marks the multiplier.
The board has a slot on the left side for the insertion of cards.

MATERIALS

 Multiplication board
 A red disc
 Printed sheet of multiplication tables
 A set of cards from 1 to 10
 Multiplication chart 1 for control of error.

EXERCISE

 Bring the material to the table and

arrange with the board in the center.
 Show the child how to slide the ‘4’ card
into the slot on the side of the board.
 Explain the child this number represents
the number which is going to be multiplied means “we will be doing the Table of 4.”
 Pointing towards the numbers along the top of the board, tell the child that these
numbers show how many times we need to take a number.
 She then places the red disc above the 1 at the top of the board and says, “This tells
us we need to take 4 one time.”
 Using the red beads, place 4 one time in a vertical line and asks the child to count
the total number of beads that are on the board and tells, “4 x 1 = 4”.
 The child is then instructed to write the answer on the paper next to the equation.
 She then moves the disc over the ‘2’ and tells the child, “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 to the first four.
 then count the total number of beads on the board. She then says “4 x 2 = 8”.
 The directress repeats it till the children reach 4 x 4 and then encourage the child to
say the equation along with the directress.
 As the child progresses, tell him to start counting from the previous answer in the
table for example when he reaches 4 x 4 show him that 4 x 3 was 12, so he can
count from 12 onwards on the last column.
 This exercise should be repeated until they have finished the board.
 The directress makes the child read all of the equations and answers are written on
a piece of paper. They can check their work on Multiplication Chart 1.

1 X 4 = 4

2 X 4 = 8

3 X 4 =

4 X 4 =

5 X 4 =

6 X 4 =

7 X 4 =

8 X 4 =

Unit Division Board

Division board helps the child practice the tables of division with the dividends 1 to 81
and the divisors 1 to 9. The material consists of a unit division working board, a box
containing 9 green unit skittles and 81 green plastic beads.

MATERIALS

 division board
 9 green skittles
 A box with 81 green beads
 Squared paper
 Division tables
 Summary of division tables up to 81
 Printed division slips
 A glass bowl

EXERCISE

 Show the child the material and help him to bring it to the table.
 Look at the board with the child. Show him all the places for the beads.
 Show him the numbers at the top of the boards and tell him that they are the
divisors.
 Place a skittle below the number 1 on the board and say this represents that the
divisor is one, then place another skittle below number 2 and says this is divisor 2.
Repeat adding a few more skittles.
 Tell him the numbers on the left side will be the answer (quotient) mad the answer
and remainder cannot larger than 9.
 Select a division table (e.g. table of 27).
 Place 27 green beads into the glass bowl and this is dividend.
 Ask the child what is the divisor in the question.
 Place 9 green skittles along the top of the board.
 Give each skittle a bead until there are no beads left.
 This will completely fill 3 row with beads till 9. So, our answer is 3.
 Pointing to 3 along the left side of the board say, 27/9 =3 and record the answer.
 Remove the skittle above 9, saying let try 27/8.
 Start placi.ng beads from 9th column to the 4th row. The 4th row will be incomplete
with only 3 beads.
 Ask the child to count the beads in the incomplete row. This is the remainder.
 the answer of 27/8 is 3 with 3 remainder.
 record the answer
 proceed in the same way for 27/7,27/6 27/5,27/4 and 27/3.
 When you reach 27/2 say, it will not be possible on the board as on this board we
cannot have a remainder which is bigger than the divisor.
 Let the child work with some more tables to ensure that he has understood the
exercise.
5. HOW IS STAMP GAME INTRODUCED TO THE CHILD? ALSO
EXPLAIN HOW SUBSTRACTION PROBLEMS CAN BE SOLVED WITH
STAMP GAME.

STAMP GAME
Stamp game provide practice in addition, subtraction, multiplication and
division in decimal system. The following items are enclosed in Stamp
Game Box.

 Colored wooden tiles marked as below,

- Green tiles marked 1
- blue tiles marked 10
- Red tiles marked 100
- Green tiles marked 1000
 Green, red and blue skittles
 Green, red and blue circles

INTRODUCING STAMP GAME

MATERIAL
 the stamp game
 a unit bead, a bar of ten, a square of hundred and cube of thousand.
 A container to hold the unit beads
 A tray
 Grid paper to write equations

PRESENTATION

 Move the materials to the workplace with the help of child.

 Introduce the stamp box and arrange the golden bead apparatus on the
workplace.
 Take a green tile from the stamp box and say this tile is marked 1 and
same as one-unit bead.
 Ask the child, can you show me the unit bead? Once the child shows
correctly, place the tile beside the unit bead.
 Similarly, associate the blue tile, marked 10, with the bar of ten, the red
tile marked 100 with the hundred square and green tile marked 1000
with the cube.
 Remove the bead material and do a three period lesson with the
1,10,100 and 1000 tiles.
 Place the tiles back to their compartments after three period lesson
completes.
 Next show the tiles how to place a tile right below the compartment that
contains similar tiles, leaving no distance between them.
 Place all 1 tiles back, and repeat for 10s, 100s and 1000s.
 Ask the child to place tiles under their respective compartments e.g. say
make five units, make four hundred, make three thousand.
 Next show the child, how to make numbers by tiles including more than
one hierarchy of numbers e.g., 3556.
 Then give a number to the child and ask him to take out the tiles himself
and make the number.
 Verify and give him another number to make.
 Return the tiles to the respective compartments after making each
number.

SUBTRACTION WITH STAMP BOX

Exercise 1
Static subtraction with stamp box
Material
 The stamp box
 A pencil
 Grid paper
 A minus sign card

Presentation

 Move the material to the workplace.

 Write the problem on the grid paper, along saying clearly e.g. the
number is 3465 say 3 thousand 4 hundred and sixty-five.
 Then write second number 2304 and say “we are going to subtract, 2
thousand 3 hundred and four.
 Also point the subtraction sign.
 Ask the child to make the first number with tiles starting from thousands.
 Then draw the attention of the child to the second number saying “this
means that we need to take away 2304 from the first number”.
 Tell the child to start subtracting from the units.
 Tell the child to count the 4 units from the existing tiles on the table and
then put them back into the box in the respective compartment.
 Point to the 0 ten in the second number and tell him that we do not need
to take away any tens.
 Similarly remove 3 hundred and 2 thousand tiles from the existing tiles
on the table.
 Once the subtraction of tiles has been done, ask the child to count the
remaining tiles of 1,10,100 and 1000 on the table one by one and record
the answer.
 Conclude saying “we had 3465 …we subtracted 2304 and our answer is
1161.”
 Guide the child to repeat with some more problems himself.

Exercise 2
Dynamic subtraction with stamp box
Material
Same as above.

Presentation
 Select the problem that requires exchanging e.g. 4364 – 2839 and write
on the grid, while reading the question louder. Also point to the – sign.
 Ask the child to make the first number with the tiles.
 Now draw the attention of the child to the second number that is 2839.
 As we need to take away 9 units, so one ten blue tile is exchanged with
10 unit green tiles.
 Now take 9 tiles from 14 tiles, remaining 5 green tiles are left.
 Repeat for tens, hundreds and thousands in the same way exchanging
whenever necessary.
 Once the second number has been removed from the tiles, ask the child
to count the remaining tiles, start from the units and record the answer.
 Read the problem and answer with the child.
 Guide the child to repeat with some more problems.