Module 7 Assignment Asma Ali D19317
Module 7 Assignment Asma Ali D19317
Roll # D19317
Module: 7
Montessori Mathematics Exercises
(Part 2) Assignment
ASMA ALI
Roll # D19317
ASMA ALI
Roll # D19317
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.
Tables of arithmetic
Snake game, boards, charts, bead for addition, subtraction,
multiplication and division.
Abstraction
Fractions
ASMA ALI
Roll # D19317
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.
ASMA ALI
Roll # D19317
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:
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.
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Roll # D19317
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.
ASMA ALI
Roll # D19317
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.”
ASMA ALI
Roll # D19317
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 =
ASMA ALI
Roll # D19317
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.
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Roll # D19317
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.
ASMA ALI
Roll # D19317
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.
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Roll # D19317
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.
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.
ASMA ALI
Roll # D19317
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.
ASMA ALI
Roll # D19317
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.