Question 1: How would you teach numbers 0 to 10 to a child aceeording to Montessori

Method? Explain all the exercises in this group briefly in your own words.

Number Rods: These are ten wooden rods similar to the Red Rods. Their lengths vary from l
decimetre to 1 meter. Each decimetre is painted in red and blue sections. The shortest rod that is 1
decimetre is red. The second is 2 decimetre long, with one-half painted red and the other half blue.
All the other rods are divided in a similar manner.

Exercise 1: Introduction to rods

Material: Ten number rods and a floor mat

Presentation: The directress starts by reminding children the use of the long rods. She then informs
them that there are rods similar to long rods save for the fact that they are red and blue in colour. She
then encourages the kids to arrange the rods in similar fashion to how they did with the long rods,
with the red ends on the left and evenly lined.

Exercise 2: Learning to count from 1 to 10

Material: Ten number rods and a floor mat

Presentation: The directress takes the first three rods and points to the lst rod and says, "This is
one." She repeats for emphasis and does the same for the other two rods as well by calling them by
their respective numerical names. She proceeds by carrying out Period 2 and 3 of the Three Period
Lesson to familiarise children with the numbers, after which she carries on by progressing to rods 4
and so on until all 10 numbers are attempted.

Exercise 3: Sandpaper numbers

Materials: Numbers from 0 to 9, cut out of sandpaper and mounted on wooden or acrylic green
cards. (The O is presented after the Spindle Boxes)

Presentation: The teachers begins by sensitising fingers and introducing the children to the material.
She then takes out Number 1, traces it with her fingers and pronounces it as being "One", asking the
child to repeat after her. She repeats this exercise for Number 2 and 3, moving on to doing Three
Period Lessons for them before progressing towards the rest of the numbers.

Exercise 4: The number rods and the numerals

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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 directress starts off by placing the Number Rods as well as the cards onto the
mat. She then points at a rod and asks the child to pronounce its' numerical name as well as bring
over the relevant number card and place it next to it. She repeats until the exercise has been repeated
for all the rods and numbers.

Exercise 5: The spindle box

Materials: A wooden box with ten compartments. At the back of each compartment is painted a
number in black, starting from 0 up to 9, as well as 45 wooden spindles

Presentation: The teacher Introduces the materials to the child. She points at the compartments as
well as the numbers each and asks the child to name the numbers. She explains to the child that these
numbers will tell us how many spindles to put into the box. She starts this part of the exercise by
pointing to the number '1' and having the child read it out loud and then ask him to put'1' spindle in
the box. She repeats for all the numbers, at the end of which, she points at compartment '0' and says,
"This is Zero. Zero means nothing, which is why there is nothing in this compartment."

Exercise 6: Number cards and counters

Materials: Number cards with numbers from 1 to 10 and 55 counters of same colour and size

Presentation: The teacher shows different cards to the children and has them say the numbers aloud.
She places the number 1 card to the left side and the number 10 card to the right side of the table.
She asks the child to put the other cards in order. She tell the child that he is going to put the number
of counters under the corresponding card. She then points to card 1 and asks the child to gently slide
one counter under this card. For card 2, she asks to place the counters next to each other. For card 3,
she ask to put two counter next to each other but place the last counter under and to the middle of the
two counters. She makes sure that the child places the rest of the counters in a similar way as she has
shown. The exercise continues until all of the counters have been placed. She then runs her finger
through the counters that are laid, places her index finger above the first counter (under card l) and
tries to run it down. When the finger hits the counter she says "odd". She Repeat for counters 2 and
after running her finger through the two counters, she says "even". She repeats it for the rest of the
numbers.

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After finishing the first period, she asks the child to show her the odd and even numbers. Lastly,
using the third period she points to a number and asks the child what number it is.

The exercises above help reinforce the concept that each number is made up of differen. quantities.
It also helps teach their sequence as well as their property as being either odd or even. Eventually as
children progress, all this learning will serve as a base for further mathematics in their academia.

Question 2: What do Know about the decimal systenm? How would you enable children to
eount any quantity and identify numerals till 9999?

The Decimal System: The decimal system is a numeral system which organises and
classifiesnumerical quantities into different hierarchies of units and lays a strong foundation for all
future math. It is introduced to the children when they have mastered counting from 1 to 10, and can
recognise the properties of zero as well as the numbers 1 to 9. The child is given the total decimal
system in a clear and simple manner with real materials that illustrates the difference between one
unit and one thousand etc. The Montessori approach uses the Decimal System materials to introduce
addition, multiplication, division and subtraction as well. The children learn the operations using
numbers in the thousands, but it is easy for them because of the concrete objects and order of the
lessons. They are learning place value from a very early age, but it is in simple intervals that makes
it approachable. Geometrical entities are used by Montessori as Material Abstractions for the
decimal system of numeration.

Material:

- A single golden bead

-A ten bar

- A hundred square

- A thousand cube

- Table mat

1 'golden bead' is a 'unit/point'

10 'golden beads' make a 'bar of ten'

10 'bars of ten' make a hundred square'

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10 'hundred squares' make a 'thousand cube'

Exercise: This should preferably be done as a group exercise. The directress should bring the
material to a pre-set table or mat with the assistance of a child and lay it out it in the correct order.
The children are made to stand in front of the table so the material is facing them whilethe directress
stands in the back. She should begin with only one hierarchy until the children are comfortable with
it and can do it with ease. She puts a quantity on the tray, for example, four hundred squares, shows
it to the group and asks, "Who can count how much this is?" Once a child has answered correctly,
put the material back onto the table, and continue by putting another quantity in the same way as
earlier. When the children can count quantities from one hierarchy easily, use quantities from two
hierarchies, for example, put 4 thousands and 7 hundreds in the tray ask a child to count it. Continue
the exercise until the children can count any quantity up to 9999.

Question 3: Explain addition and multiplication exercises in your words?

ADDITION: Addition is a mathematical operation in which smaller quantities (addends) are put
together to make a larger quantities (the sum). There are two types as explained below:

Addition Without Exchanging:

First the directress gathers the material required for the exercise as presented below:

-3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3 thousands

- 1 box with a set of large cards from 1 to 9000

- An ample quantity of loose unit beads, ten-bars, hundred squares and thousand cubes

-3 trays and 3 little bowls for the loose beads

-1 larger tray with one extra bowl

Exercise: First the directress invites around three children to come and work with her, starting with
laying down a mat and gathering the material on it. One child lays out the large cards while another
lays out the beads. The children place three small mats between the two large mats and set up their
set of small cards similar to how they setup the large cards, but only containing 1000 to 3000. Tell
the first child to get cards for the following: 2 units, 3 tens, 2 hundreds and 3 thousand and have
them place each on the tray. Tell another to get cards for the following: 2 units, 1 ten, 3 hundreds

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and 2 thousands. Finally, have the third student bring over cards for: 1 unit, 2 tens, 5 hundreds and 3
thousands. Review with each student how many units, tens, hundreds, and thousands are on his cards
before sending them one by one to get corresponding beads on their trays. Once they have, confirm
that they brought the right number of beads. After the first child has checked, have him lay his cards
on top of each other such that they are all visible and together read out loud to everyone that he has 2
units, 3 tens, 2 hundreds and 3 thousands. Then announce, "Therefore, he has 3232 beads." Repeat
for the remaining two kids as well. Then she tells the children that they are now going to count how
many beads they have altogether. Ask the first child to take out all of the units and to place it in the
directress' dish. Have each child take out the tens, hundreds, and thousands and place them to the
side of the directress tray. Have the first child count the units and then go to the large mat to get the
appropriate number card. Have him place the card below the unit dish. Have the second child count
the tens. Have him get the appropriate number card from the large mat and place it below the ten-bar
pile. Repeat for the hundreds and thousands. Have a child superimpose the cards together. Tell the
the children that when we put all of the beads together we had, "7 units, 9 tens, 7 hundreds, 6
thousands." Then say, "So altogether we have: six thousand, seven hundred, and ninety-seven
beads." As you tell the children, collect their small cards, keeping them superimposed and place
them in the top right corner of the mat. "So we put 3232, and 2312, and 1253 all together and when
we did this we got (move 6797 below the small cards), 6797." Addition With Exchanging: The
presentation begins exactly as in Addition Without Exchanging but have the children take cards for a
problem where they will have to carry over. These numbers could be: 3323, 2456, 1345.

Exercise: Repeat all the steps unto the point of placement of tens, hundreds, and thousands to the
side of the directress tray. When the first child counts the units and reaches 10, point this out and
have him exchange ten units for a ten-bar. Have him count the rest of the units and then go get the
card for that amount. Repeat for the tens, hundreds, and thousands, changing when needed. Finish
the exercise as for Addition Without Exchanging.

MULTIPLICATION: Multiplication means adding the same number again and again. It can be

introduced at any time after children have learned addition.

Exercise: This exercise should ideally be done in a group format. Gather the children and arrange all
the relevant material just as done for addition exercise. Select any numbers/quantity to multiply and
write it down on a piece of paper as many times as we want to multiply the respective number. The
quantity selected should be such that the sum of their product does not exceed 9999 and does not

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involve exchanging, for example 2121 three times. Pass one slip to each student and instruct them to
place it on the tray upside down and not to show their number with small number cards.

Once they have built their numbers with small number cards, retrieve the slips from them and c the
kids to go and bring the quantity of beads that corresponds to their respective numbers. After making
sure the children have brought the correct number of beads, take the small number cards of the first
child and place on the mat. Then ask that child to take the bead material and place correctly under
the numbers, repeating the same with the other two quantities.

Place the small number cards aside, place the addition sign "+" beside and place a ruler underneath
to make all the numbers look like an equation. The material is then added into each other, making
sure that units, tens, hundreds and thousands stay in their respective hierarchies. Invite one of the
children to start counting the beads beginning with the units. When the units are added together (and
if more than 10), the children are reminded that they can exchange the 10 units with a ten bead bar at
the bank. This ten bead bar is placed on top of the "ten" column. When there are less than 10 units
left, the child is asked to bring the corresponding large number card and place it under the equation.

Ask the same or another child to proceed with counting the ten bars. He should be reminded to
include the ten bead bar that was changed earlier if any as he continues counting. When the child
reaches ten tens, he may change them with a hundred sheets. When there are less than ten tens left,
the child is asked to bring the corresponding large number card and place under the equation. The
same goes for the hundreds. Whenever there are ten hundred available, he should change them with
a 1 thousand cube. When there are less than ten hundreds left, the child is asked to bring the
corresponding large number card and place under the equation.

Finally, ask any child to count the thousands and bring the respective thousand card. Tell the
children "2121 three time is equal to 6363. When we add the same number over and over again, this
is called multiplication." You can also say that you have multiplied a smaller number and made one
larger number. At the end, show the children how to record the answer.

Question 4: Explain How would you give the coneepts of subtraction and division?

SUBTRACTION: Subtraction means taking away smaller quantities from a larger quantity. Large
quantities are referred to as 'minuend' and smaller quantities as 'subtrahends'. The subtrahends are
smaller than minuend and finding the difference between them is called subtraction.

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Exercise 1: Subtraction without Exchanging

Material: First the directress gathers the material required for the exercise as presented below:

-3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3 thousands

-1 box with a set of large cards from 1 to 9000

- An ample quantity of loose unit beads, ten-bars, hundred squares and thousand cubes

-3 trays and 3 little bowls for the loose beads

-1 larger tray with one extra bowl

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 asks 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 gives them the subtrahend slip, asking them to build the number with small
number card and then to take the beads quantity equal to the subtrahend away from the minuend
beads and place them in their tray. She places the subtrahend number cards under the minuend,
places a ruler underneath, introduces the subtraction sign and places it beside the number cards. She
starts counting the remaining beadquantity 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' to get our answer.

Exercise 2: Subtracting with Exchanging

Material: First the directress gathers the material required for the exercise as presented below:

-3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3 thousands

- 1 box with a set of large cards from 1 to 9000

- An ample quantity of loose unit beads, ten-bars, hundred squares and thousand cubes

-3 trays and 3 little bowls for the loose beads

-1 larger tray with one extra bowl

Presentation: Material is arranged in the same way as in the exercise above. The directress writes
the minuend and subtrahend on two slips, that is: 5832 and 4543. Minuend slip is given to one child,

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small number cards are built and beads are placed with the numbers. Subtrahend number slip is
given to the other child and number cards are built. The teacher asks the second child to take away
the beads quantity equivalent to the subtrahend from the minuend beads. The child will realise that
the subtrahend unit number is larger than the 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 go with
tens where available beads are two as he has already exchanged while he needs four. The teacher
will again suggest exchanging ten bars of ten with a square of hundred whereby he will be left with
twelve from which he will take way 4 and so on. Finally, all the beads are counted and children
place the corresponding number card as answers.

DIVISION: Division is spitting a quantity into equal parts or groups. There are two values in a
division sum:

a. Quantity to be divided, i.e. the dividend.

b. The number by which another number is to be divided, i.e the divisor.

Exercise 1: Division without Exchanging

Material: The following material is required:

- Golden beads bank

- 2 to 3 sets of small number cards

-A set of large number cards

-3 trays and containers

- A floor mat

Presentation: It is a group exercise. The teacher will work with as many children to do the division
as the divisor (for example, two children if the divisor is 2, three if the divisor is 3, etc.). She will
write a dividend on a paper slip e.g. 4862, hand it over to a child and 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 an 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

8
and places them over the large number cards, as she tells the children that by dividing 4862 between
2 children, each get 2431 and nothing is left over.

Exercise 2: Division without Exchanging

Material: The following material is required:

- Golden beads bank

- 2 to 3 sets of small number cards

-A set of large number cards

-3 trays and containers

-A floor mat

Presentation: The directress will two children for the exercise. She will think of a dividend and a
divisor, so that the sum involves exchanging. e.g. 5672 + 2. She will write the dividend on a paper
slip, give it to the child and ask him to build the number using large number cards and bring the
beads quantity. She will then place the bead material and the large number cards on the floor mat, as
she tells the children that she has 5672 and divide it between both children. She will start the
division from a thousand cubes, giving two cubes to each child making the children realise that one
thousand is left. She will ask them about what they should do next and wait for their reply.
Occasionally a child will suggest exchanging it with ten hundred squares. By doing so, she gets 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 will ask the children to build their numbers using small
number cards. Each child has 2836. She takes 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: The following material is required:

- Golden beads bank

- 2 to 3 sets of small number cards

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- A set of large number cards

-3 trays and containers

- A floor mat

Presentation: The teacher thinks of a division sum that will leave a remainder, e.g. 457 +3. She
writes the dividend on a paper slip and hands it over to a child, asking him to build the number using
large number cards and to bring the quantity. She then arranges it onto 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 exchanges it for 10 ten bars and then divides 15 tens among the
children. Each child gets 5 bars of ten and finally, she starts dividing the seven beads unit. Each
child gets 2 units whereas one unit is left. She explains that she does not have enough units for
everyone; and this will be called a 'remainder'. She then asks each child to build their amounts using
small number cards and each will have 152. She takes the small number cards from one tray, puts
them above the dividend and says that she had 457, which she divided equally among three children
so each child got 152, while one was a remainder. The teacher can reinforce the terms, dividend,
divisor, quotient and remainder as many times as she deems appropriate.

Question 5: What are teens and tens boards? Explain their purpose and usage.

Teens and tens boards teach the child the number names, symbols and sequence from 10 to 99. They
are ideal for use with Montessori beads. Teens Boards have two wooden boards with 9 number slots
each labelled with 10 and the child counts up sliding the wooden digit cards 1 to 9 into these slots.
The numbers 11 to 19 are particularly difficult for a child to learn as their names are more
complicated than those of the rest of the number system. The teens board helps to develop a true
understanding of how these numbers are formed from a ten and a unit, and thus teaches the
foundations of the decimal system. Tens wooden boards have 9 number slots 10 to 90 and the child
counts up sliding the wooden digit cards 1 to 9 into these slots. The names of the numbers are
introduced in Group 1 with the Formation of Numbers' when the directress checks the
correspondence of the quantities with the card, she uses the conventional names for the tens and
combinations of tens and units. As the child works with the decimal system, he may shown an
interest in the names and the Group 3 activities can then be introduced, otherwise the directress gives
the conventional names to the children before they leave the house of children at five to six years of
age.

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 There are three groups of names:

1. Names for a combination of a ten and units one to nine, these are 'teens'.

2. Names for a group of ten; ten, twenty, thirty etc.

Coloured Bead Stair

Material Description:

 A small felt cloth on a working mat

1. red

2. green

3. pink

4. yellow

5. light blue

6. grey or violet

7. white

8. violet or brown

9. dark blue

Presentation: Show the material to the child, removing one bead bar at a time ask the child to
identify the number of beads in each bar at random, make reference to the colour and provide a three
period lesson if necessary. Sort the bead bars into an isosceles triangle, known as a Bead Stair.

Three Period Lesson:

First Period: Take the bar of ten and place the unit to the right of it, adjacent to the first bead. Count
the beads and say, "One ten and one are also called 'eleven". Repeat the sequence for 'twelve' and
thirteen'.

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Second Period: Mix all the previously introduced bead bars and invite the child to make the
numbers, continue mixing to maintain the child's interest.

Third Period: Make a quantity and ask the child to name it. Begin each subsequent three Period
Lesson counting up from eleven.

Control of Error: The child's own sound knowledge of the numbers 1 to 10 and their numerical
order acts as a guide.

Direct Aim:

• The coloured bead bars show clearly the separate entities from 1 to 9, in combination with the tens
they show the child that numbers 11 to 19 are made of ten AND a number 1 to 9.

• To learn the names of the quantities 11-19.

•To learn the sequence of the numbers 11-19.

Age at Presentation: Four and a half years onwards, when the child knows the numbers 1 to 10
well, after the 'Formation of Numbers, parallel to, or after the Decimal System and before the child
leaves the house of children.

11-19 Teens Board (cards only)

Material Description:

• Two wooden slated boards with five partitions each, on nine of the partitions a large 10 is written
in black, the last partition is empty.

• Loose wooden cards with the digits 1 to 9 which slide into the boards from the right, covering the
'0'.

•Working Mat.

Presentation: Place the boards on the Working Mat, and the cards at random nearby and give the
symbols in a Three Period Lesson.

First Period: Slip the '1' over the O' of the first ten, saying, "This is eleven", do the same with
'twelve' and 'thirteen'.

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Second Period: Ask the child to identify previously introduced numbers by moving the cards and
mixing them, ask the child to make a number using the cards and boards.

Third Period: Make a number with the cards and ask the child to identify it. Continue till 19 on the
same day or later, depending on the child. When complete ask the child to count forwards and
backwards.

Control of Error: The child's own knowledge of the numbers from 1 to 10 and their numerical
order acts as a guide.

Direct Aim: To introduce the child to the symbols for the numbers 11 to 19 and to continue to
associate their names.

Age at Presentation: Four and a half years of age, after presenting the quantities.

Boards and Beads

Material Description:

• Short Bead Stair

•9 bars of ten in a box

•Teen boards

• Working Mat

• For the exercises have one ten card in blue and 1 to 9 unit cards in green

Presentation: Lay out the boards on the mat, with the cards placed at random to the right, and the
beads, in a Bead Stair, to the left, the tens in their box. Place a 'bar of ten' and a bead to form eleven
to the left of the top section of the board and slip the card of 1' over the '0' to form the figure '11.
Place a 'bar of ten' and two beads to form twelve to the left of the top section of the board and slip
the card of '2' over the 0' to form the figure '12'. Let the child continue till she reaches 19. When she
completes ask her to count forwards and backwards.

Exercises: Let the child make the numbers with the beads and cards in order and randomly. Use the
large cards instead of the boards. Also use the loose golden beads instead of the bars.

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Control of Error: The child's own knowledge of the numbers from 1 to 10 and their numerical
order acts as a guide.

Direct Aim: Continued association of the quantity, name and symbol for 11 to 19; to reinforce the
sequence 11 to 19.

Age at Presentation: Four and a half years of age, after presenting the quantities and their symbols.

11-99 Tens Boards and Beads

Material Description:

• Two wooden slated boards with five partitions each, on nine of the partitions are the tens numbers,
10, 20, 30 etc, the last partition is empty, later use Large cards

• Loose wooden cards with the digits 1 to 9 which slide into the boards from the right, covering the
'0'

• 45 bars of ten in a box

•Working Mat

Presentation: Layout the boards on the working mat, place the boxes with the beads to the left.
Place one bar of ten by the first ten. Indicate '20' beneath and the child names however she likes, say,
"Twenty also means two tens", continue this till you reach '90'. Give a Three Period Lesson for any
of the names the child is unfamiliar with.

Control of Error: The child's own knowledge of the numbers and their order will guide her.

Direct Aim:

•To learn the conventional names of the tens from 10 to 90 and to realise that 20 is the same as two
tens etc.

• To realise how the numbers progress from one ten to the next and to see the pattern in making and
counting numbers up to 99.

Age at Presentation: Four and a half onwards, after the presentation of teens.

Second Activity for Tens Boards and Beads

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Material Description:

• Two wooden slated boards with five partitions each, on nine of the partitions are the tens numbers,
10, 20, 30 etc, the last partition is empty, later use Large cards

• Loose wooden cards with the digits 1 to 9 which slide into the boards from the right, covering the
'0

• 45 bars of ten in a box and box with nine Golden Bead units

•Working Mat

Presentation: This activity helps the child to count from 11 to 99. Keep the sets of cards in a stack
and the beads together to the left of the boards. To write '1l', place a bar of ten' and a unit to the left
of the boards and slot in the card of 1' over the '0, then add another bead to make '12' and replace the
'1' card with the '2' card. Continue to 19, say, "If we had one more bead we would get a ten (indicate
the loose beads) so we would have two tens, two tens are also called 'twenty". Put two 'bars of ten'
together by the second partition and change the cards of the one above. Continue to 99, composing
the words verbally, in beads and symbols.

Exercises: The child's own exercises with the material. The child forms her own numbers using the
bead material and the Large Cards.

Control of Error: The child's own knowledge of the numbers and their order will guide her.

Direct Aim:

• To learn the conventional names of the tens from 10 to 90 and to realise that 20 is the same as two
tens etc.

• To realise how the numbers progress from one ten to the next and to see the pattern in making and
counting numbers up to 99.

Age at Presentation: Four and a half onwards, after the presentation of teens.

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