ASMA ALI

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ASMA ALI
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ASSIGNMENT: MODULE # 5

Q # 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.

Answer:-
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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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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Q # 2 What do you know about the decimal system?

How would you enable children to count any quantity
and identify numerals till 9999?
Answer:-
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 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.
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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, and 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.
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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 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
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exchanging them with a square of hundred until he 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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Q # 3 Explain addition and multiplication

exercises in your own words?
Answer:-
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:

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:
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
quantities do not exceed 9999 and do not involve exchanging, for example, 1212 three
times.
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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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Q # 4 Explain how would you give the concepts

of subtraction and division?
Answer:-
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,

1. Quantity to be, divided, the dividend.

2. 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 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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Q # 5 What are teens and tens boards? Explain their

purpose and usage.
Answer:-
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.

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
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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 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.
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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 m numbers until 29
move to 30s and so on.