NAME: Sana Sohail ROLL NO.

DK2483

Q1. 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 bring the child over to the long Rods and remind him its use. She then tell them that there
are rods similar to long rods except for they are red and blue. She invite the child to arrange the rods as he
had the long rods, with the red ends on the left and evenly lined.

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NAME: Sana Sohail ROLL NO. DK2483

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
time. Repeat it with the other two rods as well by calling them two and three. She then do the 2™ and 3°
period of three period lesson. When the child get familiar to the numbers, she take out the rods 4, 5 and 6.
This is how she repeat 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 begin by sensitizing fingers. She introduce the child with the material. Then take out 1,
trace it three times and says, “One”. Invite the child to repeat. She repeat 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.

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NAME: Sana Sohail ROLL NO. DK2483

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 place 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 ask the child to find rod 1 and number 1 and place the card next to the rod. She ask him
to keep placing the cards t their corresponding rods.

Presentation-3:
She ask the child to build stairs out of rods and place the numbers cards next to the corresponding rod.
She continue until all the cards are, placed in sequence.

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 O up to 9 and 45 wooden spindles.

Presentation:
The teacher Introduce the child to the material. Point out the compartments and the numbers, one at
a time and ask the child to give the number’s names. She tell the child that these numbers will tell us how
many spindles to put in the box. Then point to the number 1. Have the child read it and then ask to put 1
spindle in the box. Repeat the same for other numbers by counting the spindles as they place them. Once
all the spindles are placed, she look at compartment 0 and say, “This is zero. Zero means nothing. That is
why there is nothing in this compartment”.

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NAME: Sana Sohail ROLL NO. DK2483

Exercise-6: Number cards and counters:

Materials:
Number cards with numbers from 1 to 10 and 55 counters of same color and size.
Presentation:
The teacher show different cards to the child and have him say the numbers aloud. Place the
number 1 card to the left side and the number 10 card to the right side of the table. Ask 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 point to card 1 and ask the child to, gently slide one counter under this card. For
card 2 she ask 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 make sure that the child
place the rest of the counters in a similar way as she has shown. The exercise continues until alt of the
counters have been, placed. She then runs her finger through the counters that is places her index finger
above the first counter (under card 1) and try 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.
After finishing the first period, she ask the child to show her the odd and even numbers. Lastly
using the 3 period she points to a number and ask the child what number is it.

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.

Q2. 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 are, used in Montessori to
introduce the concept of decimal system.

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NAME: Sana Sohail ROLL NO. DK2483

INTRODUCTION TO GOLDEN BEADS:

This material is, made up of golden beads of similar size. They are, used to introduce and
understand functioning of decimal system and the four operations that is addition, multiplication, division and
subtraction.
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 cube and a dark green tablemat.

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

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NAME: Sana Sohail ROLL NO. DK2483

Exercise-2: Passing nine game

Material:
Nine unit beads, nine ten beads, nine hundred square, one thousand cube and a mat.

Presentation:
The teacher ask the child to count the single beads and arrange them horizontally. When he
reaches nine the teacher hands him the bar of ten and ask him to count. She tell him that this bar is, called
as one ten. She then ask him to count the bars of ten when he reaches 9 she introduces him to the hundred
square and ask him to count the tens bars. She then tell him that we call 10 tens one hundred. Finally, she
asks to count the square of hundreds by putting them on top of each other. When he finish counting until ten
hundreds, she show him the cube of thousand. Ask him to count the square of hundreds in the cube. When
he completes she tells him that 10 hundreds are, called one thousand. She repeats the lesson until the child
start enjoying it.

Exercise-3: Group-counting game

Material:
9 single beads, 9 ten bars, 9 hundred square, 9 thousand cubes, a tray and a tablemat.

Presentation:
This exercise is, done in a group. The teacher put a quantity on a table and ask the children to
count them. When they answer correctly, she put another quantity and ask the same question. It is
important to initially, use quantities from one hierarchy. After the children have mastered it, use two
hierarchies and so on. She continue the exercise until the children can count to 9999. She can also do the
exercise in reverse order by saying the number and asking the child to put that quantity in the try.

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NAME: Sana Sohail ROLL NO. DK2483

INTRODUCTION TO LARGE NUMBER CARDS:

 Large number cards are 36 wooden cards of different sizes and number written on
them as,
 The units (1 to 9) are, printed in green on white card.
 The tens (10 to 90) are, printed in blue on white card.
 The hundreds (100 to 900) are, printed in red on white card.
 The units of thousands (1000 to 9000) are, printed in green on white card.
 The ten cards are twice the width of the unit cards. The hundred cards are three
times the width of the unit cards. The thousand cards are four times the width of
the unit cards.
Exercise-1: Introduction to decimal symbols

Material:
Large number cards of 1, 10, 100, 1000 as described above. 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

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NAME: Sana Sohail ROLL NO. DK2483

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

Exercise-3: Group gaming identifying numerals

Material:
Large number cards and a tray.
Presentation:
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 think that the
children are ready. This activity can also be, played in reverse order where the teacher ask 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 ask the
children to count it. When a child count it correctly, she ask another child to put the correct number card
beside it. She repeat the activity with other quantities.

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NAME: Sana Sohail ROLL NO. DK2483

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 stat 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 cube. 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 ask 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.
Purposes:
 Introducing decimal system and one unit, one ten, one hundred and one thousand.
 Introducing the idea that after every nine progressions there is a new hierarchy.
 Enabling the child to count any quantity till 9999.
 Introduction of written numeric symbols.
 Enabling the child to read and compose any quantity till 9999.
 Associating numerals to quantities.
 Familiarizing with the process of exchanging.
 Giving a bird’s eye view of the decimal system.
Q3. 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 uses 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.

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NAME: Sana Sohail ROLL NO. DK2483

Material:
Golden beads bank, a set of large number cards, a set of small number cards, 3 tray, a small
container and a floor mat.

Presentation:
This activity is, done in a group. The teacher write 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 separate the small number
card of the first child and ask 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 beads 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 write down the addends on a slip of paper in such a way that the answer must be
above 9999. She ask the children to make their number using the small number cards in their trays. Then
she ask 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 do the same with the tens,
hundreds and thousands cards. Then she take the first set of numbers and place 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 square. 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:

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NAME: Sana Sohail ROLL NO. DK2483

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 write the quantities for each child to be, multiplied,
several time on paper slips. She make 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 ask them to bring the quantity of beads according to these numbers. She take
out the number cards of first child and place them on the mat. She ask the child to place the correct
quantities of beads, bars, square and cubes, place them under the corresponding numbers. She then place
the small number cards on one-side. Places an addition sign and a paper strip under them. She ask the
children to add the number making sure that units, tens, hundreds and thousands stay in their hierarchy.
She invite the child to count the beads beginning with units, then bar of tens, then square of hundreds and
then the cube of thousands. If exchanging is involved same concept as shown in the addition with exchange
exercise, is applied. At the end of the exercise the teacher explains that 1212 three times is 3636 that is, if a
same quantity is, added repeatedly, known as multiplication.

Q4. 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 ask 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 place
the subtrahend number cards under the minuend, places a ruler underneath, introduces the subtraction sign

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NAME: Sana Sohail ROLL NO. DK2483

and places it beside the number cards. She start 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 write the minuend and
subtrahend on two slips, that is, 5832-4543. Minuend slip is, given to one child, small number cards are
build and beads are, placed with the numbers.
Subtrahend number slip is, given to the other child and number cards are build. The teacher ask 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 goes with tens,
where available beads are two, as being, already exchanged while he need 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 places the corresponding number
card as answers.

DIVISION:

Division is spitting a quantity into equal parts or groups. There are two value 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 take 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 write a dividend on a paper slip e.g. 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.
Exercise-2: Division without exchanging
Material: Material is same as used above.
Presentation:
The teacher invite two children for the exercise think of a dividend and a divisor, so that the sum
involve exchanging. e.g. 5672 + 2. She write the dividend on a paper slip, give it to the child, ask him to

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NAME: Sana Sohail ROLL NO. DK2483

build the number using large number cards and bring the beads quantity. She place the bead material and
the large number cards on the floor mat. She tells the children that she has 5672; she is going to divide it
between both children. She start the division from thousand cubes; give two cubes to each child making the
children realize that one thousand is left. She ask them what shall they do. In addition, wait for their reply.
Occasionally a child will suggest exchanging it with ten hundred squares. By doing so she get 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 ask the children to build their numbers using small number cards. Each child
has 2836. She take 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: Material is same as used above.
Presentation:
The teacher thinks of a division sum that will leave a remainder, e.g. 457 + 3. She write the dividend
on a paper slip hand it over to a child, ask him to build the number using large number cards and bring the
quantity. She arranges it on 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 exchanged it for 10 ten
bars. Then she divide 15 tens among the children. Each child gets 5 bars of ten. Finally, she start dividing
the seven beads unit. Each child gets 2 units whereas one unit is left. She explain that she does not have
enough units for everyone; so this will be, called as remainder. She then ask each child to build their
amounts using small number cards. Each has 152. She take the small number cards from one tray, puts
them above the dividend and tell that she had 457. Which she divided equally among three children. Each
child
was a remainder. The teacher can reinforce the terms, dividend, divisor, quotient and remainder.

Q5. 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 demonstrate
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. Edouard Seguin. It include 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.

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NAME: Sana Sohail ROLL NO. DK2483

When the child answer correctly, she slide card of one and hide the zero. Using the three period lesson, she
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 ask the child to show her eleven, twelve and thirteen one by
one. Finally in the third period, pointing to the numbers she ask 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

Material:
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 arrange 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 slide
the one number card on the board over the zero. Tell the child that ten and one are eleven. She repeat this
exercise until they reach nineteen.

Exercise-3: Learning the names 10 to 90

Material: 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 repeat it several time. Using the three period lesson, 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 do this activity until they reaches 90.

TENS BOARDS:

These are, also known as Seguin boards, designed by Edouard Seguin. It is also a set of two boards.
a. Board A has 10, 20, 30, 40 and S0 written on them.
b. Board B has 60, 70, 80 and 90 written on them.

Exercise-1: Identifying numerals 10 to 90

Material: Ten boards are required.

Presentation:
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 30. Repeat it several times.
In the second period, she ask 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 repeat the exercise for all the numbers.

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NAME: Sana Sohail ROLL NO. DK2483

Exercise-2: Quantities and numerals 10 to 90

Material: Tens boards, 45 bars of ten and floor mat. Presentation:
The teacher arranges the boards on the floor mat. She place a bar of ten beside the number ten, ask
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 keep on doing the exercise until the child
recognize and count the numbers to ninety.

Exercise-3: Associating quantities and numerals11 to 99

Material:
Nine bars of ten, colored bead bars, tens boards, cards 1-9 which can fir in the tens boards and floor
mat.

Presentation:
The teacher arrange the material on the floor mat. She take number one card and slide it on the zero
beside one. She tell the child that one and one make eleven. She also places a bar of ten and a colored
bead beside 11 and ask the child to count them. Then she build the number twelve using the bead bars, ask
the child to count them and slide the two number card beside two over the zero. Tell the child that two and
two makes twenty-two. She ask the child to keep on building numbers and making numbers on the board.
When he has made numbers until 29 move to 30s and so on.

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