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

child according to Montessori Method?

Number Rods:

These are ten wooden rods similar to the Red Rods. Their lengths vary from 1
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 1st 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 0 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 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 1) 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. 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
different 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 system? How would you enable children
to count any quantity and identify numerals till 9999?

The Decimal System:

The decimal system is a numeral system which organises and classifies numerical
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' 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 while the 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 own words?

Addition is a mathematical operation in which smaller quantities (addends) are put

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 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 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 ask 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 concepts 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.

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 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’ 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, 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. T

he 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 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 Maryam Tariq | D14263 12 - 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 - 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 Maryam Tariq | D14263 13 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. 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. Maryam Tariq | D14263 14 3. Names for figures
from the tens category and a unit, these help with linear counting 11-19 Teens (beads
only). Coloured Bead Stair Material Description: • A small felt cloth on a working mat • 9
bars of ten Golden Beads, representing the units 1-9 and a box for each of these. Each
quantity is distinguished by a different colour: 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'. Maryam Tariq |
D14263 15 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 0' of the first ten, saying, "This is eleven", do the same with 'twelve' and
'thirteen'. Maryam Tariq | D14263 16 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. Maryam Tariq | D14263 17 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. Maryam Tariq | D14263 18 Second Activity for
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 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 '11', 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