RIDA MUNEER

RULL NUMBER # D13077

Windows User | [Course Title] | [Date]

 MODLE 5
Mathematical Exercises ( part 1 )

ASSIGMENT MODULE 5
QUESTION 1
How would you teach numbers 0 to 10 to a child according
to Montessori Method? Explain all the exercises in the
group briefly in your own words.

Montessori approach is quite different and one of the easiest ways to

teaching the concept of numbers to the children in the early years of life.
In Montessori education, they provide many appropriate ways to the
children for exploring the world of mathematics. The math journey
Commences in the child’s life with concrete experiences and then leads
the child towards
Abstractions. The opportunities of learning and teaching the
mathematics are found very easily
From the daily life of the child. It is said that the child’s brain is like a
sponge, he greedily
Absorbs all what is shown and taught to him. It would be very surprising
to know that the child starts learning mathematics from the very early
age of his life, even though from the age of toddler. Teaching the
Mathematics to the child in the early years of life is not taken as a
daunting task in the Montessori Education. The basic and chief task of
teaching to the child through Montessori education is to make the
concept very clear and comprehensible. In Montessori education
numbers are taught in the various ways so that the children may learn
them with perfection be
cause the perfection in the child’s life, was the basic motive of Maria
Montessori. We should make mathematics as a part of everyday activity
for the children. Learning can be a great fun for the children if taught
playfully. It has been widely observed and understood that children can
learn faster and quickly when visual teaching practices are used. There
are countless activities which can make the math as a fun for not only
toddlers but also kids (4 to 6 years old)It is scientifically proved that the
little children are naturally attracted to the science of numbers.
Mathematics, like language, is the product of the human intellect. It can
be clearly said that human beings have a mathematical mind.
Montessori took this idea, that the human has mathematical mind, from
the French philosopher Pascal.
Children mind is always ready to estimate the quantity of the things, sim

Math Area
Number Rods

- Ten rods, grated in length, the shortest rod being ten centimeters in
length, and each succeeding rod increasing by the length of the first,
with the longest rod being one meter. These rods prepare the child for 1-
10 counting

Number Rod Variation

- Using the same object children can count out the objects onto each
section of the rods
.
Sandpaper Numerals
- Numeral symbols 0-9 in sandpaper. These help the child with
recognition of numerals 0-9.
Sandpaper Numerals

Association of Rods and Numerals

- Number rods and numeral cards 1-10. Children associate the number
rod quantity with the number symbol. Children gain a
growing understanding of sequence as they work with association
exercises. Association of Rods and Numerals
Small Number Rods

- These can also be used for simple addition along with Bead Stair
Addition when the child is ready to work with simple addition. I placed
the photo here as an extension work with the Small Number Rods. Small
Number Rods Addition with Small Number Rods
Spindle Boxes
- A child counts out the quantity of spindles in their hand and places
each set of spindles into the appropriate rectangular section. The Spindle
Box indirectly helps to develop the idea that each quantity can be made
up of loose units taken together as one set. They also begin to learn the
concept of zero as an empty set.
QUESTION 2
What do know about the decimal system? How would
you enable children to count any quantity and identify
numerals till 9999?
The decimal system is a numeral system which organizes and classifies
numerical quantities into different hierarchies of units. In the Montessori
class it is offered when the child can count to ten with complete
understanding; with the knowledge of the symbols 1-9 and can
recognize zero. The child is given the total decimalsystem
–
clearly, simply, harmoniously and with its unlimited, universal
applicability. More knowledge at this stage (such as knowledge of the
teens and words used to describe the tens) distracts from the enjoyment
of the minimalist aesthetic. At this stage the child knows what is
necessary and sufficient to see and apply the laws governing the decimal
system (that ten units can be dynamically exchanged for one of the
category above etc.)
The young child’s Sensitive Period
for Order and Classification ensures a greater thrill for handling large
quantities atthis stage. Geometrical entities are used by Montessori as
Material Abstractions for the decimal system of numeration

 1 Golden Bead is a unit (point)

 10 Golden Beads make a ‘bar of ten’

 10 ‘bars of ten’ make a ‘hundred square’

 10 ‘hundred squares’ make a ‘thousand cube’

1. This should preferably be done as a groups exercise

2. . Invite a few children have done the previous exercises
3. . Bring the material to a table/ mat with the help of the child
4. Spread the mat on the table and lay out the material in the correct
order.
5. The children stand in front of the table and the teacher at the back.
The materialshould be in correct order facing the children.
6. Begin with only one hierarchy, until the children are doing
the work easily
7. . Put a quantity on the tray. e,g put four hundred squares on the
tray.
8. . Show it to the group and ask: "Who can count how much is this?"
9. When the child answer correctly put things back on the mat
10. Put another number and ask another child to tell how much it
is.
11. Continue the exercise in this way.
 12. If a child does not show interest in this announce while you
put a number in the tray that this is for Ali to answer. Everyone
else watch Ali quietly. .

QUESTION 3
Explain addition and multiplication exercises in
your own words?
In addition, smaller quantities (addends) are put together to make a
larger quantity (the sum). We make the addends with small
number cards and the sum with large ones to reinforce this
understanding.

In subtraction, we have a larger quantity (the minuend) from which

we subtract smaller quantities (subtrahend). Large number cards
are used for the minuend and small for the subtrahend to help give
the children this understanding. The difference is smaller than the
minuend so small number cards are used for the difference. We
use the large and small number cards in the same way and for the
same purpose in multiplication and division.

MATERIAL:

 Golden bead material consisting of units, tens, hundreds, and 9

thousand cubes
 Large number cards
 3 sets of small number cards (These are exactly like the large
ones, only smaller.)
 3 felt lined trays
 2 green felt table mats

PURPOSE:

To help children understand addition

To learn the vocabulary involved - addition, addend, and sum
AGE:

4 years and older

EXERCISE

This is a group exercise for a few children. In all the group

exercises with the golden beads, the teacher is in control. She
needs to be able to work fluently and simply. The aim is that the
children understand the process of addition. The teacher must not
be too persnickety. If she checks quantities too much and is over-
concerned with the sum, the process will be dragged out and the
children will feel uncertain. They will not enjoy the work as much,
and they will not reach the same understanding as they otherwise
would. Throughout the exercises the children will stand in front of
the work, so that they see the numerals and the arrangement of
beads right side up and in correct order. The teacher can stand at
the back.

ARRANGEMENT:

Often one large table is used for the entire set up of the bank
games, or several small tables could be pushed together.
The bank (golden bead material) is on the left, the number cards in
the middle, and the problems are worked on the right.

The golden bead material is arranged in order on the mat. A child

is chosen to sit at this table. Her duties are to keep the material in
order and to give change as necessary. This child is sometimes
called the banker.
The large number cards are laid out on another table, in columns,
so that they can all be seen. The small number cards are also laid
out so that they can all be seen. One child is in charge of the large
cards and another is in charge of the small ones. These children
keep the cards in order and hand the teacher cards as necessary
during the working of a problem. They put cards back in place
when a problem is finished. These children stand, so they can
easily reach the cards.
 The area on which the problems will be worked is covered with a
green mat. The teacher will stand at this table. There is a felt lined
tray for each child who will be collecting an addend.

EXERCISE:

The teacher tells the children, "We are going to work addition
problems." The teacher will decide on a problem which will not
involve exchanging, such as, 2435 plus 1241. The teacher makes
the addends in small number cards and puts one on each of two
trays.

She hands a tray to each of two children, e.g. John and Jen, and
asks them each in turn to read the numeral on their tray. When
they have done so, the teacher says, "Now John, you collect two
thousand, four hundred, three tens, five and, Jen, you collect one
thousand, two hundred, four tens, one in golden beads." The
children go together to the bead table and help themselves, both at
once, to the material they need. They bring their trays back to the
teacher.
The teacher does not check the material they have brought. She
takes a tray and while taking the material off the tray and arranging
it on the mat she says, "John, you have brought two thousand, four
hundred, three tens, five." She takes the small number cards,
"2435," off his tray and places them at the top of the mat. She
takes the second tray. While taking the quantity off the tray and
arranging it under the first she says, "Jen, you have brought one
thousand, two hundred, four tens, one." She takes the small
number cards off her tray and places them under the first ones at
the top of the mat. The small cards are placed to look like a
written problem.
The teacher now draws the group's attention to the quantities on
the mat. "Here we have two thousand, four hundred, three tens,
five, and here we have one thousand, two hundred, four tens,
one. I am going to add them together. First, I will add the
units." She pushes the two quantities together as she says this. "I
will add the tens." She does so. "I will add the hundreds. I will
add the thousands." The addition is done. Instead of two groups
of golden beads, there is one group.
The teacher now says, "We have added two thousand, four
hundred, three tens, five and one thousand, two hundred, four tens,
one. We will count the sum and see how much there is." She asks
one of the children to count the material. "Mary, would you like to
count the units?" Mary does so. There are six units. The teacher
asks the child in charge of the large cards for the numeral
"6." This is placed beside them. "Mary, will you count the
tens?" Mary does so. There are seven tens. The large number
card "70" is placed beside them. "Mary, count the
hundreds." Mary does so. There are six hundred. The large card
"600" is placed beside them. "Mary, count the thousands." There
are three. The large number card "3000" is placed beside them.

The teacher superimposes the large number cards and places them
under the small cards at the top of the table. The teacher recaps the
procedure saying, "We had 2435 and 1241. We added them
 together and made 3676." She points to each numeral as she says
this. The teacher points to 2435 and tells the children, "This is
called an addend." She points to 1241 and says, "This is another
addend." She points to 3676 and says, "This is the sum."

More problems can be worked in this way. There can be more

than two addends, but the sum of the numbers in any hiercrchy
(units, tens, hundred, or thousands) cannot be greater than 9. The
teacher can use the terminology without comment in working
problems.

QUESTION 4
Explain how would you give the concepts of
subtraction and division?

Materials
As for addition, but including a fourth set of small cards to 9000 and a
small mat to put those cards on.

Notes
Specify the vocabulary: minuend, subtrahend, and the different.
Static Subtraction
Presentation
1. Invite three children to come and work with you.
2. Set up the material as in Addition, including the new set of cards.
This new mat should be placed next to the large mat with the large
number cards.
3. Take the directress tray and with the children, go over to the
Supply Mat.
4. Ask one child to put 7 units into the dish on the tray.
5. Ask another child to place 8 tens onto the tray.
6. Ask another child to place 7 hundreds on the tray.
7. Ask another child to place 9 thousands on the tray.
8. Emphasize that you have a lot of beads on your tray.
9. Take the tray back to the large mat.
10. Ask each child to count the units, tens, hundreds, and
thousands. Have each child get the corresponding card after each is
counted.
11. Supper impose the cards to get: 7879
12. Have each child take their trays to the small mats and tell
them each what to get. For example:
13. 3 units, 2 tens, 4 hundreds, and 3 thousands
2 units, 4 tens, 5 hundreds, and 6 thousands
1 unit, 3 tens, 4 hundreds, and 5 thousands

14. Tell the first child that you are going to give him some of
your beads.
15. Ask his how many units his card asks for. (3)
16. Have him count three from the directress’s tray and place it
into his own dish.
17. Repeat for the tens, hundreds, and thousands.
 18. Have the child superimpose his cards and read it with the
others: 3 units, 4 tens, 2 hundreds, and 3 thousands. Then read,
3423
19. Ask, “Do I still have 7879?” No!
20. Move the cards 7879 up to the top left corner of the mat.
21. Ask one child to count how many beads you have left and
choose the new small cards to mark each set of beads.
22. Have the child superimpose the cards to read: 4456.
23. Say, “So let’s see what we did here. We started off with 7879
but then I gave some away.” (Ask for the first child’s cards and
place them below 7879.) “I gave away 3423. And in the end,
(place the new total below 3423) I ended up with…4456 beads.”
24. “And this is called subtraction!"
25. Give the cards back to the child to replace and have him give
you back the beads.
26. Beginning at when you started with 7879 beads, repeat the
subtraction for the second child.
27. Once done, begin again at 7879 and repeat the subtraction
with the third child.
28. Once each child has had a turn, say: “What we have just done
is subtraction. I had a lot of beads and you took some from me so I
no longer had the same amount of beads.”

Dynamic Subtraction
Done as in the above presentation.
The only different is you will have to change, just as in Dynamic
Addition.

Multiple Subtraction
This is done in the same way as in the above presentation but this time,
the first child will take some of your beads away, the second will take
from what is left of the directress tray, and the
third child will take from what is left after that.
(Photo shows this in process.)

After the first quantity is taken from the original pile, place the large
number cards at the top left corner of the mat. Place the small cards from
the child below it. Keep placing the cards in this manner after each child
take some of the beads away.
(See photo to the side)
Purpose
Direct
To give the impression of the nature of subtraction and how it differs
from addition, in this case:
- One starts with a capital and people come to fetch from it, by bringing
an empty tray and the demand expressed in small cards.
- One has to break up a unit of the larger category into ten of the smaller
one.
- A larger quantity is divided into 2 or smaller different ones.
- Generally something is left over for the one who had the original
number.
Control of Error
The directress verifies at first. Then she shows that if all the smaller
numbers that were taken away are added together, they should amount to
the original number.

Age
4-5 years
QUESTION 5
What are teens and tens board? Explain their purpose
and usages.

There’s a BIG difference being able to “count” from one to twenty or a

hundred compared to grasping the concept of what these numbers stand
for. This is where the beauty of Montessori math would stand out, it
allows the child to experience the use of materials and its purpose, and
once confidence is gained the child can work with the material
independently.
To demonstrate this, here’s our journey of learning the “teens”.

What is Montessori Teen Board?

These are two rectangular wooden boards each divided into five
sections by a raised slat. The number “10” is written in each
section. The boards are accompanied by nine tablets called “Digits”
each printed with numbers “1” to “9” and this can be slid between the
slats to cover the “0” in the “10”s.
Purpose
To associate the names of “eleven” to “nineteen” to their quantities and
number symbols.
For what age?
3 years and up.
Materials Needed for the Activities
 Montessori Teen Boards
 Short Bead Stairs
How to Use the Montessori Teen Board
QUANTITY
Using the short bead stairs and the ten bars, we first formed eleven, that
is showing to the child a ten bar and one bead. We counted the ten bar
and the red bead saying “eleven”. Do the same thing for twelve to
fifteen, counting slowing and naming the teen beads. Remember to
place the beads from left to right. Conduct a three lesson period on these
teens.
Note: I mentioned fifteen, but if your child gets tired or uninterested,
you can stop in between.

On separate occasions, repeat the same process of introducing the

remaining numbers up to “nineteen”. Always start on the numbers the
child has already learned, working your way from left to right, and
conducting a three lesson period after which.
SYMBOL
Show and name to the child the Montessori Teen Board. Position the
boards into one long column with the five “10s” on top.Familiarize the
child with the board, let the child identify the number written on the
slots (10). Place the “Digits” on right of the boards randomly or in an
ordered stack with the “1” on top.
Take the 1 Digit and gently slide it into the first “10” replacing the “0”
and sat“This is eleven”. Do the same thing to numbers “12” to “19”. In
my experience, after we named “12”, Vito voluntered to do the sliding
of Digits to the board. I am not sure if this is allowed in a Montessori
classroom, but in our case I made him do it. He was fascinated on how
the tablet would work its way into the slats, so by letting him slid the
Digits into the boards prolonged his

Hand-eye coordination is also promoted into this other than learning

how to count

After the lesson, you can continue exploring the boards by letting your
child create his own number and let him name it.
QUANTITY AND SYMBOL
This is the stage wherein you combine and mix the quantities and
number symbols. In our case, I represent each “10s” with the ten bar
and the Digits with the short beads. After I slid the Digit, I would say
“ten and one is eleven”, then I would let Vito assemble the equivalent
beads and place it on the right of the board (sometimes he places them
on the left). Do the same for the rest: “ten and two is twelve”, “ten and
three is thirteen”, “ten and four is fourteen”…

four is fourteen”…

Assist the child if he needs it, without correcting. To correct, just count
the beads and ask if it matches to the number symbol. Like for example
we were doing eighteen, Vito is sometimes confused by the brown and
dark blue beads. One time, he places ten bar and dark blue beads on18,
so I told him “let’s count if it matches with 18”. When he counted he
realized it didn’t match, so he pick-up the brown bead, counted it first
before placing it on the 18.
He worked on this most of the time as it became his favorite morning
activity obsessed with “ten and one is eleven” counting. Because of the
daily work, he’s able to work on this independently, assembling the
work and counting through “eleven” to “nineteen”.