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ASSIGNMENT MODULE 5

MATHEMATICAL EXERCISES

(PART 1)

Prepared by:

Name: Rama Ali

Roll No: DK-2059
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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.

Answer 1:

In Montessori Method, there are many exercises to teach numbers from 0 to 10 to

students. These exercises are as follows;

1. The Number Rods:

Number Rods are similar to Long Rods. These are ten wooden rods the length of which
vary from 1 decimeter (10 Centimeter) to 1 Meter (100 Centimeter). Each decimeter is
painted in red and blue color alternatively. Shortest rod which is 10 decimeter in length
is painted Red and the second rod of 2 decimeter is half painted red and half painted
blue. All other rods are painted similarly. These rods represents numbers from 1 to 10
like first rod of 1 decimeter represents number 1 and the largest rod of 10 decimeter
represents number 10.

 Introduction to Rods:
o First introduce Number Rods to the children by reminding them the use of
Long Rods.
o Explain the children that these rods are same as Long Rods except to the
fact they are blue and red in color.
o Place all the Rods on the mat randomly with all red colors on the left side.
o Encourage students to arrange the rods in the same way they arrange the
long rods with red color on the left side and all rods are aligned.

 Learn to Count From 1 to 10:

Use Three Period Lesson to teach students counting from 1 to 10.
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 First Period:
For simplicity, first take only first three Number Rods. Select first rod and
say: This is one”. Repeat 2 to 3 time for emphasizing. Now select second
rod and say by touching each portion: “This is two”. Repeat the same for
third rod.

 Second Period:
Mix all the three rods and ask the child to count the partitions. Give other
directions to child for counting until the child can recognize the numbers
easily.
 Third Period:
Mix all the rods. Take any one randomly and ask the child to name the rod
by asking “What is this?”.

Note:

Once the child learns about three rod perfectly, introduce other rods to the child in the
same manner.

2. Sandpaper Numbers:

Materials:

Cut out numbers from 0 to 9 on the sandpaper and mount them on wooden or acrylic
green cards. (Don’t introduce number 0 at this stage)

Presentation:

 Teacher sanitizes her hands and teach the student how to sanitize his hands.
 Introduce the materials to the children.
 Select card of number 1. Trace the number with finger and pronounce it clearly as
“One”.
 Repeat the same 2 to 3 times and ask the child to repeat after you.
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 Repeat the same for number 2 and 3 cards.

 Use Three Period Lesson these 3 cards to ensure that the child recognize these
cards perfectly.
 Proceed towards other cards in the same manner.

3. Number Rods and Cards:

Materials:

 Number Rods.
 Set of wooden or acrylic cards which are painted from 1 to 10.
 Floor Mat.

Presentation:

 Place the mat on the floor.

 Place number rod and cards randomly on the floor.
 Select any rod randomly and ask the child to pronounce the numerical value of the
rod.
 Ask the child to select the relevant number card and place it next to the number rod.
 Repeat the exercise for all the rods and numbers in the same manner.

4. Spindle Box:
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Materials:

 Wooden box with 10 compartments. Inner back of each compartments is painted

with a number in black starting from number 0 to 9.
 45 wooden spindles in a basket or box.
 Floor mat.

Materials:

 Put spindle box and wooden cylinders on the mat.

 Introduce the materials to the child.
 Show the compartments of the spindle box and the numbers written on the inner
back of the box to the child and encourage him to name the numbers.
 Explain the child that these numbers tell us how many cylinders to put in the
compartment.
 Point at number one, read it loud and then ask the child to put one cylinder in the
compartment.
 Repeat the exercise for all the numbers from 1 to 9.
 Point at the number 0 and say “This is zero which means nothing therefore there
isn’t any cylinder in this compartment.”

5. Number Cards and Counters:

Materials:
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 Small number cards with numbers from 1 to 10.

 55 identical counters in a box.
 Floor mat.

Presentation:

 Place mat on the floor and invites the child.

 Put the number cards and the counter box on the mat randomly.
 Show different cards to the child and ask them to name them aloud.
 Select number 1 card and place it on the very left side of the mat.
 Now select number 10 card and place it on the very right side of the mat.
 Ask the child to place remaining number cards i.e. 2 to 9, in correct order between
these two cards.
 Tell the child that she is going to put the respective number of counters under each
card.
 Point at number 1 card and gently slide one counter under the card.
 For card number 2, ask the child to place two counters under the card next to each
other.
 For cards 3, ask the child to put 2 counters next to each other and one counter
under and to the middle of the two counters.
 Repeat the same for all other cards.
 Teacher then runs her finger through counters laid under the card with her index
finger one by one for each card.
 When finger touch the first counter under card 1, teacher says out loud “ODD”.
 Repeat for card two and after running the finger through two counters, teacher says
“EVEN”.
 Repeat the same for all other counters.
 In second period lesson, teacher ask the child to show her odd and even numbers.
 In third period lesson, teacher ask the child what number it is.
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Question 2:

What do you know about the decimal system? How would you enable children to count
any quantity and identify numerals till 9999?

Answer 2:

The decimal framework is a numeral framework which puts together and characterizes
mathematical amounts into various progressions of units and establishes a solid
framework for all future math. It is acquainted with the children when they have
mastered counting from 1 to 10, and can perceive the properties of zero just as the
numbers 1 to 9. The child is given the total decimal framework in a reasonable and
basic way with genuine materials that shows the distinction between one unit and 1,000
and so forth The Montessori approach utilizes the Decimal System materials to
introduce addition, multiplication, division and subtraction as well. The children become
familiar with the activities utilizing numbers in the large numbers, yet it is simple for
them as a result of the concrete objects and order of the lessons. They are taking set up
an incentive from an early age, yet it is in straightforward spans that makes it agreeable.

Geometrical substances are utilized by Montessori as Fabric Deliberations for the

decimal framework of numeration.

Materials:

 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”
 Table mat

Laws of Decimal System:

 There are only nine in each category

 There are three hierarchies in each level
 The ratio between one category and the next is1:10
 The ratio between one level and the next level is 1:1000
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1. Introduction to Beads:

Materials:

 A small tray with 1 bead, 1 bar of 10 beads, 1 square of hundred which comprises of
10 bars of 10 beads and a cube of thousand which comprises of 10hundred squares.

Presentation:

The presentation is given in a Three Period Lesson.

First Period:

 Invite the child and bring the material to the pre-set table with the help of the child.
 Introduce the material to the child or group of children.
 Start with one bead. Place it in front of the child and ask the child to count it.
 Now select the bar of ten and count the number of beads aloud and clearly.
 Select square of hundred and place it in front of the child.
 Tell the child that “This is one hundred” and encourage the child to count how many
tens are there in one hundred. At the end of counting, say “There are 10 tens in one
hundred”.
 Now select a cube of thousand and place it in front of child.
 Tell the child that “This is thousand” and encourage the child to count how many
hundreds are there in thousand. At the end of counting, say “There are 10 hundreds
in one thousand”.

Second Period:

 Ask the child for a category giving the various commands, including asking the child
to count the categories.

Third Period:

 Ask the child to identify and name each category.

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Note:

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.

2. Presentation with Cards:

Materials:

 1 mat show 1, 10, 100 and 1000 and bring other cards for child to use after
presentation
 The numbers are on a white background in decimal colors
 from 1 to 9 in green
 from 10 to 90 in blue
 from 100 to 900 in red
 1000 in green

The length of the cards:

 10 is twice the length of 1

 100 is three times the length of 1
 1000 is four times the length of 1

Presentation:

The presentation is given in a Three Period Lesson.

First Period:

 Invite the child and bring the material to the pre-set table with the help of the child.
 Introduce the material to the child or group of children.
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 Start with card of one. Place it in front of the child and ask the child to count it.
Mention to the child that it is written in green and the set it out on the mat to your far
right
 Now select the card of ten and ask the child to count it. Also ask the child to count
number of zero in ten.
 Mention to the child that it is written in blue and place it to the left of the unit.
 Now select the card of hundred and ask the child to count it. Also ask the child to
count number of zero in hundred.
 Mention to the child that it is written in red and place it to the left of the ten.
 Now select the card of thousand and ask the child to count it. Also ask the child to
count number of zero in thousand.
 Mention to the child that it is written in green and place it to the left of the hundred.

Second Period:

 Ask the child for a category giving the various commands, including asking the child
to count the zeros.

Third Period:

 Ask the child to identify and name each category.

3. Formation of Large Numbers:

Materials:

 A tray with golden beads: 9 units, 9 tens,9 hundred and 1 thousand

 A set of large number cards from 1 to 1,000
 The wooden dynamic materials for 2,000 to 9,000 can also be shown at this point
and then put away
 Three small trays with small dishes
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 Two mats placed at a distance

Presentation:

 Unroll one mat, arrange the beads vertically in categories along the top.
 Count the units as you place them, one below the other until you have a vertical row
of nine.
 Then ask what comes next, and indicate the bar of ten, count with the child in tens,
placing the bars of then beneath in a vertical row to the left of the units.
 Continue doing this with the hundreds and acknowledge that after we have 900 we
have 1,000. Indicate the cube of 1,000.
 Unroll a second mat at a distance, arrange the top categories of the Large Cards
along the top of the mat. Put them in order with the units on the farthest right. Lay
the other cards out as for the beads.
 Ask the child to identify the card of ‘1’ then ask her, “what comes after ‘1’?’, and
place the cards in sequence to ‘9’. At nine ask, what comes next and where the ’10’
card can be found.
 Continue to count in tens while placing the cards vertically
 At ’90’ ask her what comes next, if she says, ‘ten tens’ ask her what ‘ten tens’ is, and
then where ‘100’ is. Do the same for 900 and indicate the final card of 1,000
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Question 3:

Explain addition and multiplication exercises in your own words.

Answer 3:

Addition:

Addition is one of the four basic operations of arithmetic. In addition, we combine two
small numbers together to form a large number (sum). Exercises of addition in
Montessori are divided in to two categories as explained below;

Static Addition:

Materials:

 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:

 Invites at least 3 children to work with this exercise.

 Unroll 3 large mats on the floor and put the materials on the mat with the help of
children.
 Ask one child to lay out large cards and other child to lay out beads for the “supply
mat”.
 Ask children to place 3 small mats between 2 large mats.
 Ask children to set up their set of small cards similar to how they setup the large
cards, but only containing 1000 to 3000.
 On the 3rd large mat, ask the child to place 3 trays.
 Ask children to take their trays to small mats.
 Now tell first child to get the cards for: 2 units, 3 tens, 2 hundreds, and 3 thousands.
 Ask child to place each card at the bottom of his tray.
 Tell second child to get the cards for: 2 units, 1 ten, 3 hundreds, and 2 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.
 Confirm that they brought the right number of beads.
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 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.
 Repeat after each child has verified his beads.
 Tell the children that we are going to see how many beads we all have if we put
them together.
 Ask the first child to take out all of the units and to place it in the teacher’s 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 cover the cards.
 Tell 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 covered 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."

Dynamic Addition:

Materials:

 Same as static addition

Presentation:

 The presentation begins exactly as in Static Addition but have the children take
cards for a problem where they will have to carry over. These numbers could be:
3323, 2456, 1345.
 Repeat all the steps of Static Addition till the placement of tens, hundreds and
thousands in the teacher’s tray.
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 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 Static Addition.

Multiplication:

Multiplication is another basic operation in arithmetic which explains how to add same
number again and again. It can be introduced to student at any time after they excelled
in addition.

Materials:

 Same as required in addition exercise.

Presentation:

 This exercise is preferred to be performed with group of students.

 Invite children and arrange the materials in the same manner as arranged in addition
exercise.
 Select any number randomly for multiplication and write it down on the piece of
paper as many times as you want to multiply that number.
 Care should be taken that the multiplied amount of the selected number should not
exceed 9999 and also doesn’t involve exchanging like 3232 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.
 Ensure that children brought the correct number of beads and 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
 Repeat 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.
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 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.
 Do the same for hundreds.
 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.
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Question 4:

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

Answer 4:

Subtraction:

Subtraction is the second important operation of arithmetic. 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.

Static Subtraction:

Materials:

 Materials are same as used in Static Addition.

Presentation:

 This exercise is preferred to be presented in a group of children.

 Invite students and bring the material in the same manner as done in Static addition.
 Start the exercise by writing down the minuend and subtrahends on two spate
papers.
 Give the paper containing minuend to the children and ask them to build the
minuend using large cards. Also ask them to bring the beads of the respective
quantities.
 Place the beads with the respective number cards on the mat.
 Give the paper containing subtrahends to the children and ask them to build the
subtrahends using small cards. Also ask them to take the beads quantity equal to
the subtrahend away from the minuend beads and place them in their tray.
 Place the subtrahend number cards under the minuend, places a ruler underneath,
introduce the subtraction sign and places it beside the number cards.
 Start counting the remaining bead quantity starting from units and placing a small
number card under the corresponding numeral.
 Explain that they started with a large number, took away a small number i.e.,
‘subtracted’ to get our answer.

Dynamic Subtraction:

Materials:

 Same as Static Subtraction.

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Presentation:

 Repeat the Static subtraction exercise till the beads quantity equal to the subtrahend
are taken away from the minuend beads.
 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:

Static Division:

Materials:

 Materials are same as used in addition.

Presentation:

 This exercise is performed with a group of students and the number of students
should be equal to the divisor for e.g. if the divisor is two then work with 2 children
and if the divisor is 4 then work with 4 children etc.
 Start by writing a divisor on the paper. For example divisor is 2430.
 Give the paper to child and ask him to build the number using large number cards
and bring the corresponding quantity of beads.
 Tell the children that she is going to divide the quantity between them.
 Place an equal amount of beads starting from thousand cubes, then hundred
squares, bars of ten, and unit beads into their trays.
 Ask the children to build their number suing small number cards.
 Both writes 1215.
 Teacher takes the small cards from one tray and places them over the large number
cards, as she tells the children that by dividing 2430 between 2 children, each get
1215 and nothing is left over.

Dynamic Division:

Materials:
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 Materials are same as used in addition.

Presentation:

 This exercise is performed with two students.

 Teacher will select a dividend and a divisor for example 3430 ÷ 2.
 Write the dividend on the paper and hand it over to child to build the number using
large number cards and bring equal quantity of beads.
 Place the bead materials and the number cards on the floor mat.
 Tell the children that the dividend is 3430 and she is going to divide it between both
students.
 She will start the division from a thousand cubes, giving one cube to each child
making the children realize that one thousand is left.
 Ask the children what to do and wait for the reply.
 Probably the child will suggest to exchange it with ten hundred squares.
 Teacher will exchange it and get 14 hundred square and divide them equally
between students.
 Repeat the same for tens and units.
 After that ask the children to build their number using small number cards.
 Now each child will get 1715.
 Take the small cards from one tray and puts them above the large number cards
and says that when we divided 3430 between two children, each got 1715 and
nothing is left.

Long Division:

Materials:

 Materials are same as used in addition.

Presentation:

 This exercise is performed with two students.

 In this exercise, teacher will select a dividend that is not fully divisible in whole
number and leaves a remainder like 485 ÷ 3.
 Write a dividend on the paper and hand it over to the child to build the number using
large number cards and bring equal quantity of beads.
 Arrange the number cards and beads on the floor mat.
 Tell the children that the dividend is 485 and she is going to divide it equally between
three students.
 Start with the hundred square and 1 hundred is left.
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 Exchange it for 10 bars and then divide 18 tens among the children where each
student get 6 bars of ten.
 Finally start dividing the 5 beads unit.
 Each child get 1 unit and 2 unit is left.
 Explains that she does not have enough units for everyone; and this will be called a
‘remainder’
 Asks each child to build their amounts using small number cards and each will have
161.
 Take the small number cards from one tray, puts them above the dividend and says
that she had 485, which she divided equally among three children so each child got
161, while two was a remainder.
 The teacher can reinforce the terms, dividend, divisor, quotient and remainder as
many times as she deems appropriate.
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Question 5:

What are teens and tens boards? Explain their purpose and usage.

Answer 5:

Teens and tens boards educate the child the number names, images and arrangement
from 10 to 99. They are perfect for utilize with Montessori beads. Teens Boards have
two wooden boards with 9 number slots each named with 10 and the child tallies up
sliding the wooden digit cards 1 to 9 into these spaces. The numbers 11 to 19 are
especially difficult for a child to memorize as their names are more complicated than
those of the rest of the number framework. The teens board makes a difference to
create a true understanding of how these numbers are shaped from a ten and a unit,
and in this way educates the foundations of the decimal framework. Tens wooden
boards have 9 number slots 10 to 90 and the child tallies up sliding the wooden digit
cards 1 to 9 into these slots. The names of the numbers are presented in Group 1 with
the 'Formation of Numbers' when the directress checks the correspondence of the
amounts 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 appeared an
intrigued within the names and the Group 3 exercises can at that point be presented,
otherwise the directress gives the ordinary names to the children before they leave the
house of children at five to six years of age. There are 3 group of names;

 Names for a combination of a ten and units one to nine, these are 'teens'.
 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).

1. Bead Stair:
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Materials:

 Small cloth on a mat

 9 bars of ten golden beads which represents units from 1 to 9 and a box for each
bar.
 Color of bars should be different from each other. These colors may be used;
o red
o green
o pink
o yellow
o light blue
o grey or violet
o white
o violet or brown
o dark blue

Presentation:

 Place a mat on a table and cloth on the mat.

 Bring materials to the table and put the beads randomly in the middle of mat.
 Select one bead bar at a time at random and ask the child to count the number of
beads in each bar.
 Also identify the color of the beads bars and use Three Period Lesson if necessary.
 Select the one bead bar and place it at the bottom of the mat.
 Select 2 bead bar and place it above the first bead bar.
 Continue until all the beads bars are sorted into an isosceles triangle which is known
as Bead Stairs.

Three Period Lesson:

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 First Period
Select the bead bar of 10 and place the unit next to it. Count the bead and explain
the child that one ten bead bar and one unit also called eleven. Repeat the same for
twelve and thirteen.

 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:

 Colored beads clearly shows the difference between numbers 1 to 9 and in

combination of tens, children also learns number 11 to 19.
 Learn the sequence from 11 to 19.

Age of Presentation:

 4 Years and onwards.

2. 11 to 19 Teens Board (Cards Only):

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Materials:

 Two wooden boards each divided into 5 compartments.

 In nine of these compartments, a large 10 is printed in black color and one
compartment is left empty.
 Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'.
 A floor mat

Presentation:

 Unroll a mat on the floor and invites a child to perform the exercise.
 Introduce the materials to the child.
 Place both boards in a vertical line at the top of the mat.
 Place all the cards randomly on the right of the board.
 Point on the first slot and tell the child this is 10 and encourage the child to repeat.
 Repeat the same until the child easily recognize 10.
 Slide number “1” card in to unit’s space in the top slot and say: “This is eleven”.
 Slide number “2” card in to unit’s space in the second slot and say: “This is twelve”.
 Repeat the same for number 13.
 When child easily recognize 11 to 13, proceed for numbers 14 to 19.

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:
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 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.

3. Boards and Beads:

Materials:

 Short Bead Stair

 9 bars of ten in a box
 Teen boards
 Floor Mat
 For the exercises have one ten card in blue and 1 to 9 unit cards in green

Presentation:

 Unroll a mat on the floor and invites the child.

 Place the board on the mat with the cards placed randomly to the right, the beads to
the left and 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'.
 Repeat the exercise until reach to 19.
 After completing the exercise, ask the child to count forward and backwards.
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 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.

4. 11 to 99 Tens Boards and Beads:

Materials:

 Two wooden boards each divided into 5 compartments.

 In nine of these compartments are the tens numbers i.e. 10, 20, 30, 40 etc. and last
compartment is left empty.
 Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'.
 45 bars of 10 in a box.
 A floor mat

Presentation:

 Unroll the mat and invites the child.

26 | P a g e Rama Ali – DK 2059

 Introduce the materials to the child.

 Place the boards on the mat and the boxes with the beads to the left.
 Place one bar of ten by the first ten.
 Indicate '20' under 10 and ask the child to name it by saying, "Twenty also means
two tens"
 Continue this till you reach '90' and give a Three Period Lesson for any of the names
the child is unfamiliar with.

Direct Aim:

 To learn the conventional names of the tens from 10 to 90 and to realize that 20 is
the same as two tens etc.
 To realize 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.

5. Second Activity for Tens Boards and Beads:

Materials:

 Same materials as used in “11 to 99 Tens Boards and Beads”.

 Box with 9 golden bead unit.

Presentation:

 Unroll the mat and invites the child.

 Introduce the materials to the child.
 Keep the sets of cards in a stack and the beads together to the left of the boards.
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 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.

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 realize that 20 is
the same as two tens etc.
 To realize 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.