Takreem Minhas

Roll no: D16111

Assignment No 5
Question 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 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.”
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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
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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
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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.
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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
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- 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?
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ADDITION: Addition is a mathematical operation in which smaller
quantities (addends) are put together to make a larger quantities (the
sum). 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
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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,
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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
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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
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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

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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
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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.
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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. The 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
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- 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.
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- 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
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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
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
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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. 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:
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• 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'.
Second Period:
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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'.
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• 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'.
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

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• 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.
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:
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• 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.
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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.
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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.