Kausar Nasreen

ROLL#D18926
MATHEMATICAL EXERCISES (PART 1)
Module-5
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.

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
brings the child over to the long Rods and reminds him its use. She then tells them that there are
rods similar to long rods except for they are red and blue. She invites 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 times. Repeat it with the other two rods as well by calling them two and
three. She then does the 2nd and 3rd period of three period lessons. When the child gets
familiar to the numbers, she takes out the rods 4, 5 and 6. This is how she repeats the exercise
for all the numbers from 1 to 10. Depending on the child, this may be, taught over a few days.

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 begins by sensitizing fingers. She introduces the child with the material. Then take
out 1, trace it three times and says, “One”. Invite the child to repeat. She repeats 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 places 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 asks the child to find rod 1 and number 1 and place the card next to the rod. She
asks him to keep placing the cards t their corresponding rods.

Presentation-3:

She asks the child to build stairs out of rods and place the numbers cards next to the
corresponding rod. She continues until all the cards are, placed in sequence.

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.

2. What do you 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 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 is, used in Montessori to introduce the concept of
decimal system.

INTRODUCTION TO GOLDEN BEADS:

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 cubes and a dark green tablemat

Presentation:

The teacher introduces the material to the child. Using the three period lessons 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 cubes. During the second period, she asks the
child to show her one unit, one ten, and one hundred and one thousand. Lastly, she points to
the quantity and ask him what quantity is this.

Exercise-1: Introduction to decimal symbols Material:

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 keeps on naming the numbers and asking the child to repeat with her so that child
learns them. She repeats this exercise until the child start enjoying it.

Exercise-3: Group gaming identifying numerals

Material:

Large number cards and a tray

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 thinks that the children are ready. This activity can also be, played in reverse order
where the teacher asks 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 asks the children to count it. When a child counts it correctly, she asks another child to put
the correct number card beside it. She repeats 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 start 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 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
cubes 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 asks 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.

3. Explain addition and multiplication exercises in your own words?

ADDITION:

This is a mathematical operation, in which smaller quantities are, summed up to make larger
quantity. In a Montessori environment, teachers use 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 trays, a small
container and a floor mat.

Presentation:

This activity is, done in a group. The teacher writes 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 separates the small number card of the first child and asks 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 bear’s 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.

Exercise-2: Addition with

Exchanging Material:

Material is same as in exercise 1.

Presentation:

The teacher writes down the addends on a slip of paper in such a way that the answer must be
above 9999. She asks the children to make their number using the small number cards in their
trays. Then she asks 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 does the same with the tens, hundreds and thousands cards. Then she
takes the first set of numbers and places 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 squares. 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 writes the quantities for each child to be,
multiplied, several times on paper slips. She makes sure that the product of those

Quantities do not exceed 9999 and do not involve exchanging, for example, 1212 three times.
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 asks
them to bring the quantity of beads according to these numbers. She takes out the number
cards of first child and places

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

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 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 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 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 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 writes the minuend
and subtrahend on two slips, that is, 5832-4543. Minuend slip is, given to one child, small
number cards are building and beads are, placed with the numbers.

Subtrahend number slip is, given to the other child and number cards are building. The teacher
asks 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 go with tens, where available beads are two, as
being, already exchanged while he needs 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 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, the dividend. b. 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 takes 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 writes a dividend on a paper
slip e. 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.

5. What are teens and tens boards? Explain their purpose and usage.
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 demonstrates 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. Eduard Seguin. It includes 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 answers correctly, she slide card of one and hide the zero. Using the
three period lessons, her 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 asks the
child to show her eleven, twelve and thirteen one by one. Finally in the third period, pointing to
the numbers she asks 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

Materials:

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 arranges 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 child to count
them. She then slides the one number card on the board over the zero. Tell the child that ten
and one are eleven. She repeats this exercise until they reach nineteen.

Exercise-3: Learning the names 10 to 90 Materials:

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 repeats it several times. Using the three period lessons, 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 does this activity until they reaches 90.

TENS BOARDS:

These are, also known as Seguin boards, designed by Eduard 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 Materials:

Ten boards are required.

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 3 repeat it several times. In the second period, she asks 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 repeats the exercise for all the numbers.

Exercise-2: Quantities and numerals 10 to 90 Materials:

Tens boards, 45 bars of ten and floor mat.

Presentation:

The teacher arranges the boards on the floor mat. She places a bar of ten beside the number
ten, asks 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
keeps on doing the exercise until the child recognize and count the numbers to ninty.