MODULE 7

MATHEMATICAL EXERCISES PART II

SADAF KAUSAR

ROLL NO.

Q. NO. 01

Explain different groups of Montessori Math exercises and how the directress should
efficiently present exercises through sequential and parallel work in various groups.

ANSWER:

Mathematics is a science of structure, order and relations which has evolved from
counting, measuring and describing number and shape; it includes logical reasoning
and quantitative calculation. It developed from practical life movements, co-ordination
and comparison. Montessori mathematical exercises are divided into six groups;

GROUP 1.

COUNTING TILL TEN (CTT)

In this group child familiarizes to numbers from one to ten which prepares him for
counting and value of quantity with the help of following Montessori material:

a. Number Rods

b. Sandpaper Numbers

c. Number Rods and Cards

d. Spindle Boxes

e. Concept of Zero

f. Cards and Counters

g. Memory Game

GROUP2.

DECIMAL SYSTEM (DS)

This group familiarizes a child with the names of the decimal categories, that is, units,
tens, hundreds, and thousands. This category is represented by:
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a. Bead material

b. Stamp game

c. Small number rods

d. Short bead stairs

e. Dot game

f. Word problem

GROUP3.

COUNTING BEYOND TEN (CBT)

In this group firstly child learn counting and identification from 11 to 19 and then from 21
to 99. A child learns counting and identification of numbers through linear and skip
counting exercises, that helps them to learn counting up to 1000, decimal system
relationships, and concept of number squares and cubes, with the help of:

a. Colored bead bars

b. Segiun boards

c. The hundred chain

d. The hundred board

e. The thousand chain

f. Short chains

g. Long chains

h. Number roll

GROUP4.
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TABLES OF ARITHMETIC (TOA)

In this group a child is introduced to concept of addition, subtraction, multiplication and

division through the following material:

a. Addition Snake Game

b. Strip Board – exercises

c. Addition Strip Board

d. Addition Charts

e. Subtraction Snake Game

f. Subtraction Strip Board

g. Subtraction Charts

h. Multiplication Bead

i. Multiplication Board

j. Multiplication Charts

k. Unit Division Board

l. Division Charts

PRESENTATION OF MATHEMATICAL EXCERCISES:

While presenting mathematical exercises the directress must keep the following point in
mind so the children learn these exercises more effectively,

1. Exercises in group 1 are preliminary exercises which must introduce first. The
directress must make sure that the child masters the exercises before moving to the
next group.

2. Exercises in group 2 are introduced after the child completes the exercises of
group 1 successfully.

3. Exercises in group 3 can be introduced simultaneously with exercises of group 1.

4. Group 4 exercises are introduced consecutively with group 2 and 3.

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It is the duty of a Montessori teacher to make sure that every child understands the
basic concept of mathematics through these exercises by making them take interest in
activities and improve their own skills.

QUESTION NO. 2

Explain the exercises which enable the child to count till 1000.

ANSWER:

LINEAR COUNTING

Linear Exercises helps the child learn to count beyond ten, firstly learning to count and
identify from 11 to 19 and then from 21 to 99.linear and skip counting exercises help the
child to identify and count till 1000. They also get familiar with along with the decimal
system relationships, the concepts of squares and cubes of numbers.

STAGE 1

Counting from 1 to 100

EXERCISE 1

THE HUNDRED CHAIN

This exercise requires

a. The hundred chain consisting of 10 bars of 10,

b. The hundred square made up of 10 bars of 10 connected together
c. An envelope containing following arrowed labels:
1. Green labels marked 1 – 9
2. Blue labels marked 10 – 90
3. A red label marked 100
d. A large sized mat

Place the hundred square, arrow tickets and mat on a tray and bring it to the work
place. Take the child to chain cabinet and Show him the bars on the shelves and let him
recall if he is familiar to the material. Bring a chain of hundred to the work place. Let the
child unroll the mat. Guide him to hold the 100 chain properly by both ends and lay it
vertically at the bottom of the mat and place the tray below the 100 chain. Let the child
count the beads in one bar so he may realize that the chain is made of bars of 10. Fold
the chain in such a way that it looks like a square of 100. Place a square of hundred on
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Top of the folded 100 chain to illustrate that both are same. Remove the square of 100
and have the child gradually straighten the 100 chain. Take out and introduce the
marked labels or tickets to the child. Place the green labels (unit tickets) vertically to the
left of the chain. Place the blue labels (tens tickets) in a vertical line above the unit
tickets. Lastly place the red label (100 ticket) above the blue labels. After arranging the
labels the teacher start counting and labeling the chain of 100 as pointing the first bead
and calling it ‘1’and marking it with green label of ‘1’. She continue counting the beads
and labeling them with green labels of 2 3 4 and so on until she reaches the 10 th bead.
Here she places the blue ticket of 10. She asks the child to place the next ticket at the
end of each bar. She continues counting with the child from 11 to 20 and the child
places the blue ticket of 20 at the end. The child keeps on counting till he reaches the
100th bead. She appreciate the child for counting till 100, places the red ticket of 100
below the bead and the square of hundred at the end of chain. Ask the child place the
tickets in their correct envelops and then return the material to their respective place.

EXERCISE 2

THE HUNDRED BOARDS

This exercise emphasizes the sequence of numerals from 1 to 100. It requires:

a. board of hundred with a 10 x 10 grid

b. The hundred control board
c. Number tiles box with numbers 1- 100
d. A pencil
e. Squared paper with 10 rows and 10 columns to write the numbers

Bring and place the material on work place. The teacher places the board of hundred in
front of the child and explains to him that they will arrange the numbers from 1 to
hundred in correct sequences on the board. She will take out the number tiles from 1 to
10 from the box and lay them in random order on the table. She places the tile of
number 1 on the top left corner of the board saying ‘1’. She then places the tile of 2 next
to 1 saying ‘2’, and then asks the child to continue in same manner until he reaches
number 10. The teacher takes out 10 more tiles from the box of 11 to 20. The same
process is repeated until all the 100 tiles are arranged in correct sequence on the board.
The teacher should allow the child to do the exercise. Then they will check the board
with the control chart for any errors. She will ask the child to write the numbers in same
sequence on the squared paper.
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EXERCISE 3

THE THOUSAND BOARDS

This exercise requires

a. A thousand chain consisting of 100 bars of 10,

b. Ten squares of hundred,
c. A thousand cube,
d. An envelope containing arrowed labels:
1. Green labels marked 1 – 9,
2. Blue labels arrowed 10 – 990,
3. Red labels from 100 – 900,
4. A large green label marked 1,000
e. A large size mat
f. A tray

Bring and place the material on work place. Ask the child to unroll the mat. Bring the
child to the bead cabinet and introduce him to the chain of 1000 and how to hold it by
hanging each link at every 100th bead on every finger of right hand. She tells the child
that she is going to fold the chain as she did with the chain of 100. As she reaches
hundred she asks the child if he remembers. Then she Places a square of hundred next
to the one she just made. She Repeat the process until all the chain is folded into
squares of 100 with the square of hundred below each hundred square made of chain.
She then Counts the squares with the child to see how many hundred squares there are
and places each hundred square on top of other made from chain of 1000. She then
places the cube of 1000 next to the ten hundred squares (placed on top of one another)
to demonstrate that both of them look alike. She let the child gently pull the 1,000 chain
straight. She arranges the chain according to the space available. She starts counting
and labeling the chain in the same way as with the chain of 100. At the 100 th bead she
places a red label and a square of 100. She repeats the process until she reaches the
1000th bead where she place the cube of 1000 along with square 100 and large green
label of 1000. The teacher should ask the child to count with her and allow the child to
take over the exercise at any point. She should also ask the child at the end of exercise
about the total number of beads. This exercise may also use for backward counting of
tens.

QUESTION 03
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Print Dot Game Paper and send three solved problems, each carrying four addends?

ANSWER:

QUESTION 04

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Explain the presentations of Multiplication Board and division Boards in your own words.
Also make illustrations.

ANSWER:

MULTIPLICATION BOARD

It is a bead board use to practice multiplication tables from 1 to 10. This square board
has 100 holes in rows of ten. Along with this board is a small box with small plastic
cards, used to represent the multiplicand, numbering 1 to 10. A red disk represents a
multiplier and a box filled with hundred red beads. At the left side of the board is a small
window with a slot for the insertion of number card. Let see how the teacher carries out
the exercise with this board.

EXERCISE

MATERIALS

a. Multiplication board
b. A red disk
c. Box of plastic cards with numbers from 1 to 10 written on them
d. Box of 100 beads
e. Printed sheet of multiplication table
f. Multiplication chart 1

The teacher with the help of a child brings and arranges the material on the work place.
She then takes out a number card, let’s suppose, 5 and demonstrate the child to insert it
in the slot on the board. She then takes out the card and ask the child to insert it back.
She explains that the number she inserted is a multiplicand and they will be doing the
table of 4. She further describes that the numbers written on the top row of the board
shows us that how many time they need to take a number. She places the red disc on
top of number 1 and points to inserted number 5. She tells the child that they need to
take 4 one times. She places 5 red beads below 1 in a vertical column and keeps on
counting them. She asks the child to count the beads. She tells the child by pointing to
the number 4, the disk and the beads as 5 one times equal 5. She asks the child to
record this answer on the printed multiplication table sheet. Now she will place the red
disk above number 2 and tells the child that they now need to take 5 two times but as
they already have 5 one time so they only need to take 5 more beads. She asks the
child to take 5 beads and arrange them vertically under number 2 and tells the child to
count all the beads on the board and write down the answer. As the child goes further

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The teacher also explains to him that he should count from the last answer not from
first. This exercise continues until all the possible answers of equation are on the board.
She tells the child to check his answer with the multiplication chart 1.

This exercise is very helpful for a child to learn tables and practice in multiplication
problems.

DIVISION BOARD

This board helps the child in practicing the tables of division with the dividends 1 to 81
and the divisor 1 to 9. The material consist of a unit division working board, a box
containing 9 green unit skittles and 81 green plastic beads.

EXERCISE

MATERIAL

a. Division board
b. Green skittles (9)
c. Green beads(81)
d. Squared paper
e. Division tables
f. Summary of division tables up to 81
g. Printed slips with division problems
h. A glass bowl

The teacher with help of a child brings the material to the work place. She introduces
the board and other material and their placement to the child. She shows him the
numbers at the top of the boards and tells him that they are the dividends then the
numbers on the right side are the answers. She describes the two rules as the answer
cannot be larger than 9 and the remainder cannot be equal to or larger than the divisor.
She places 27 green beads in the glass bowl. She then introduces a division table let’s
say 27. She takes out 27 beads in a glass bowl. She Places 9 green skittles along the
top of the board she starts giving each skittle a bead until there are no beads left. She
then Point to the 3 along the vertical side of the board and asks the child write in the
answer to the equation (27divide by 9) as 3. She replaces the beads into the bowl and
asks the child as how many beads they have in the bowl. He answers as 27. Then she
asks him to write the next part of the equation on the second line of paper that is 27
divide by 8 by placing 27 beads under 8 skittles. She makes him write the answer with
the remainder. After the child has written the answer and the remainder she checks to

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See if the remainder is smaller than the divisor. She repeats in this way for the entire
sheet of paper. When they reach 27 divide by 2, the teacher tells the child that this
equation is not possible on this board as the remainder is bigger than the divisor. She
then let the child to work on other tables to understand the concept.

This board helps the child to practice division up till 9 and the concepts of remainders.

QUESTION NO. 5

How is Stamp Game introduced to the Child? Also explain how subtraction problems
can be solved with the stamp game?

ANSWER:

STAMP GAME

Stamp game provides practice in addition, subtraction, division and multiplication. A

stamp game box comprises of the following material:

a. Green tiles marked “1”

b. Blue tiles marked “10”
c. Red tiles marked “100”
d. Green tiles marked “1000”
e. Green, red and blue skittles
f. Green, blue and red circles

Let practice the exercises of subtraction with the help of stamp game:

EXERCISE 1

STATIC SUBTRACTION WITH STAMP GAME

MATERIAL

a. The stamp game set

b. A pencil
c. Grid paper
d. A minus sign card

The teacher with the help of a child brings the material to the work place. First the
teacher writes a subtraction problem on the grid paper. Let say she writer “4 thousand 5
hundred and seventy six minus 3 thousand 4 hundred and thirty four”. She asks the

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Child to make the first number with the stamp game tiles starting from thousands. As
the first number is made she explains to the child that now they have to take away the
second number from the first number. She asks the child to take away 4 units and put
them back in the box, and then she asks him to take away 3 tens and put them back in
the box. In the same way she makes him take away 4 hundreds and 3 thousands back
in the box. The child starts counting the remaining tiles as 2 units, 4 tens, 1 hundred and
1 thousand. She makes him record the answer on the grid paper.

EXERCISE 2

DYNAMIC SUBTRACTION WITH STAMP GAME

MATERIAL

Material is same as in the above exercise

In this exercise the teacher write a problem involving exchanging and carrying. Let’s say
she writes “5475-3949” she then asks the child to make the first number with the help of
tiles. She describes to the child that now they have to take away the second number
from the first number. As they have only 5 units and they need to take away 9 units. As
this doesn’t seem possible so they need to exchange I tiles of 10 with 10 unit tiles. She
then asks the child to remove the 9 units from them and put them back in the box. She
then asks him to take away 4 from 6 tens. She then draws the child’s attention to the
problem that they cannot take away 9 hundreds from 4. So they need to exchange 1
thousand with 10 hundred tiles. After that child take away 9 hundreds and put them
back in the box. Then the child take away 3 from 4 thousands. She asks the child to
count the remaining tiles on the board as 6 units, 2 tens, 5 hundred and 1 thousand.
She makes him write the answer on the grid paper.

This stamp game helped the child carry out subtraction problem all by himself. This also
explains the concept of exchange and carrying numbers.