Hafiza Sara Farooq

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Assignment Module 5
Question no. 1:
How would you teach numbers 0 to 10 to a child according
to Montessori Method? Explain all the exercise in this group
briefly in your own words.
Answer:
The exercises that teaches numbers 0 to 10 to a child through concrete
experiences include Number Rods, Sandpaper Numbers, Printed Numerals,
Spindle Box, Cards and Counters, Golden and colored Beads Bars and the
Memory Games.
Numbers Rods:
The Number Rods are ten wooden rods that vary in length from 1 dm (1
decimeter) to 1m (1 meter). Rods are made in such a way that each decimeter
on every rod is painted red and blue alternately. The first rod is red having
length of 1 dm that is made for number 1. The second rod is 2 decimeter long,
consisting on red and blue halves respectively. These rods are similar to red
rods in every dimension that the child has already seen while working with
sensorial material.
Exercise 1:
Introduction to the Number Rods:
Material:
 Number rods
 A floor mat
Presentation:
After bringing the rods to the workplace, the directress introduces the rods to
the child by reminding him/her that he/she had worked with the similar rods
previously except for the fact that they are red and blue in color. Then, she will
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encourage the child to arrange the rods, having red ends on the left hand side
in the same manner they had done with the red rods.
Exercise 2:
Learning to count from 1 to 10
Material:
 Number rods
 A floor mat
Presentation:
Initially, the directress takes 3 rods. Pointing towards the first rod she says
‘’this is the rod of One’’. She repeats this statement with emphasize again and
again in order to serve the purpose of memorization. The same procedure will
be repeated with the 2nd and 3rd rod. This whole process will be carried out by
using three period lesson. Assuring that the child has grasped these three
numbers, the directress will move forward to the remaining numerals till 10.

Exercise 3:
Sandpaper Numbers:
Material:
 Sandpaper numbers (0 is skipped here as the concept of zero will be
taught while working with the spindle box)
Presentation:
The directress initiates by sensitizing fingers. Then, she introduces child to the
material and starts by taking out the number 1, she traces it with her two
fingers, making sure that the child is observing her moves. After tracing, she
says the number name as ‘’One’’ and encourages the child to repeat after her.
Same procedure will be observed with number 2 and 3 along with the three
period lesson. After the child has done with these numbers and becomes
familiar, the directress will work with the remaining numbers in the same
manner.
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Exercise 4:
Number Rods and Numerals:
Material:
 A floor mat
 Number rods
 Number cards
Presentation:

The directress begins by encouraging the child to count the rods, finding and
placing the respective number cards along with the rods. Likewise, she can also
ask the child to find the rod of given numbers like she can say, ‘’find the rod of
one’’. And then place the number card next to the rod. She can also ask the
child to make the stairs with these rods.

Exercise 5:
The Spindle Box:
Material:
 A spindle box containing:
 Ten compartments, at the back of each the number is written in
black.
 45 wooden spindles
Presentation:
The directress introduces the material to the child. She tells the child that this
box is made up of these compartments by pointing towards them. She also
makes the child familiarize with the numbers and encourage the child to read
them loudly. After that, she will tell the child the purpose of this spindle box by
clarifying that these numbers will guide us how much spindles we have to put
in each compartment. She starts off by pointing towards number ‘’1’’ and
encourage the child to read it aloud and place the required quantity in the
respective compartment. She repeats the same procedure with all the
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numbers till 9. After placing all the spindles correctly, the directress gives the
concept of ‘’zero’’ to the child by saying that we don’t have any spindles left so
we will put nothing in this compartment as zero means nothing.

Exercise 6:
Cards and Counters:
Material:
Number cards with numbers from 1 to 10 and 55 counters of same color and
size
Presentation:
The directress shows different cards to the child and encourage him/her to say
them loudly. Place the number 1 card to the left side and the number 10 card
to the right side. Ask the child to put the remaining cards in between these two
cards. She tells the child that he/she has to put the same quantity of counters
under the number cards according to the number written on the card. She
points to card 1 and asks the child to slide one counter under this card. For
card 2 she asks to place the counters next to each other. For card 3 she asks
the child to put two counter next to each other and place the last counter in
the second row in the middle of the two counters placed above.
Further, she makes sure that the child places the rest of the counters in the
similar manner as she has shown him/her. The exercise continues until all of
the counters have been placed correctly. She then has to run her finger or
pen/pencil through the counters that are placed. Placing her index finger
above the first counter and try to run it down, when the finger hits the counter
she says “odd”. She repeats it with the 2 counters and after running her finger
through the two counters, she says “even”. She repeats it for the remaining
numbers.
Next, she follows the second period and ask the child to show her ‘’even’’ or
‘’odd’’ numbers. Moving onto the three period, here the directress inquires
whether the number is ‘’odd’’ or ‘’even’’.
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Question no. 2:
What do you know about the decimal system? How would
you enable children to count any quantity and identify
numerals till 9999?
Answer:

The Decimal System:

The Decimal System is a numeric system which includes and classifies the
numeric quantities into different hierarchies of units. This system enables child
to learn numbers further when she/he has a complete understanding of
numbers 1 to 10. This system helps to teach the child the important concepts
such as unit, hundred and thousand. This system also helps the child to learn
four basic mathematical operations i.e: addition, subtraction, multiplication
and division.
As Montessori introduces this system concretely by using different geometric
entities. Golden bead material is the main material which is used for giving the
concept of decimal system to the child. This material includes:
 A single bead (a unit)
 Ten beads wired together to form a line (a ten bar)
 10 ten bars linked together to form a square ( a hundred square)
 10 hundred squares linked together to form a cube (a thousand cube)

Exercise 1:
Introduction to Decimal System:
Material:
 A single golden bead
 A ten bar
 A hundred square
 A thousand cube
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 A mat preferably dark green in color
Presentation:
The directress introduces the material to the child. Using the three period
lesson the directress places a single bead in front of the child and tells him/her
that this is "one unit." Then she places a ten bar in front of the child and says
that ‘’this is one ten’’. She repeats the same with hundred square and
thousand cube. During the second period, she asks the child to show her one
unit, one ten, and one hundred and one thousand. At the end, she points to
the specific quantity and asks the child what quantity is this?

Exercise 2:
Passing nine game:
Material:
 Nine unit beads
 Nine ten bars
 Nine hundred squares
 One thousand cube
 A mat.
Presentation:
The directress asks the child to count the single beads and arrange them
horizontally in a line. When the child reaches at nine the directress gives
him/her the bar of ten and ask him to count. She tell him that this bar is called
as ‘’one ten’’. She then asks him/her to count the bars of ten when the child
reaches at 9 tens she introduces the child to the hundred square and asks him
to count the tens bars. She then tell him/her that we call 10 tens ‘’one
hundred’’. Finally, she asks to count the square of hundreds by putting them
on top of each other as it builds a cube. When the child finishes counting until
ten hundreds, she shows him/her the cube of thousand. Ask him/her to count
the square of hundreds in the cube. When he/she completes counting it she
tells him/her that we call ten hundreds as ‘’one thousand’’. She repeats the
lesson over and over again and show him/her the place of material on the shelf
and let the child work with it whenever he/she wants.
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Exercise 3:
Group counting game:
Material:
 9 single beads
 9 ten bars
 9 hundred squares
 9 thousand cubes
 A tray
 A tablemat.

Presentation:

This exercise should be done in a group. The directress puts a quantity on a

table and ask the children to count them. When they answer correctly, she
puts another quantity and ask the same question. It is important to initially,
use quantities from one hierarchy. After the children have mastered it, use two
hierarchies and so on. She continues the exercise until the children can count
to 9999. She can also go in reverse order by saying the number and asking the
child to put that required quantity in the try.

Introduction to large number cards:

Large number cards are 36 cards of varying sizes and numbers written on it.

 The units (1 to 9) are printed in green on white card.

 The tens (10 to 90) are printed in blue on white card.
 The hundreds (100 to 900) are printed in red on white card.
 The units of thousands (1000 to 9000) are printed in green on white
card.
 The ten cards are twice the width of the unit cards. The hundred cards
are three times the width of the unit cards. The thousand cards are four
times the width of the unit cards.
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Exercise 1:

Introduction to decimal symbols:

Material:
 Large number cards of 1, 10, 100, 1000

Presentation:

The teacher introduces the numbers 1, 10, 100 and 1000 to the child by using
these cards. She uses the three period lesson here. In first period, she
introduces the numbers written on the cards, then in second period, she asks
the child to show a particular card. In the last period, by placing a card and
asking what number is written on the card?

Exercise 2:

Complete layout of large number cards:

Material:
 Large number cards
 A large sized mat

Presentation:

In this exercise the directress with the help of a child, arranges the number
cards horizontally. She starts with the number cards from 1 to 9, then from 10
to 90, from 100 to 900 and from 1000 to 9000. She keeps on naming the
numbers while arranging and asks the child to repeat with her so that child
learns them also. She repeats this exercise until the child start enjoying it and
able to do it independently.
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Exercise 3:

Group game identifying numerals:

Material:
 Large number cards
 A tray

Presentation:

This activity will be done in a group. Beginning with one hierarchy the
directress places a number card in the tray and asks the child “who can tell me
how much is this”? When a child answers correctly, she put another card in the
same manner. She can use two hierarchies at the same time if she thinks that
the children are ready to do it already. This activity can also be played in
reverse order where the directress asks the children to place the number card
in the tray. Also allow the child to read numbers from two separate
hierarchies. The directress can also do more extension exercises until the child
learn to read and compose any number till 9999.

Exercise 4:

Group game matching numbers and quantities:

Material:
 A set of large number cards
 9 single golden beads
 9 ten bars
 9 hundred squares
 9 thousand cubes
 A tray
Presentation:
This activity should be done in a group as its name depicts. The directress lays
out the complete set of large number cards on one side and the golden beads
material in sequence on the other side. Using only one hierarchy, she puts a
quantity and ask the children to count it. When a child counts it correctly, she
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asks another child to put the correct number card beside it. She repeats the
activity with other quantities. For the extension exercises, this exercise can
also be reversed. Starting from one hierarchy, directress will further use two or
more hierarchies as the child progresses further.

Exercise 5:

Exchanging Game:

Material:
 Enough quantity of golden bead material
 Trays and pots
 A floor mat
Presentation:
The directress starts with the units and asks the child to arrange the units
horizontally, when the child reaches till ten she asks him/her to exchange
these units with a bar of ten and places it above the other existing bars of ten.
Then she starts counting the other units. She continues to exchange all the
units with the bar of ten until the left units are less than ten. She then asks
him/her to start building square of hundred by combining the ten bars and
exchanging them with a square of hundred until he/she reaches a point where
the ten bars are less than 10 and so on. The same will be done for the
thousand cube. The directress can ask the child to place corresponding number
cards and place them beside the quantities.

Exercise 6:

The Bird’s eye view:

Material:
 45 golden bead units
 45 ten bars
 45 hundred squares
 1 thousand cube
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 Large number cards from 1 to 1000
 A felt lined tray
 A green felt mat.
Presentation:
The directress starts by asking the child to arrange the large number cards.
Then she starts asking the names of the numbers by pointing at each card and
then asking him/her to put the correct quantity using the provided material
beside it. She continues until the whole set of number cards is laid out in the
correct order along with their respective quantities.
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Question no. 3:
Explain addition and multiplication exercises in your own
words?
Answer:

Addition:
This is a mathematical operation, in which smaller quantities are added to
make larger quantity. Montessori Method uses golden beads and large number
cards for the purpose of teaching this concept. The main exercises through
which this task will be accomplished are described below:

Exercise 1:

Addition without exchanging:

Material:
 Golden beads bank
 1 set of large number cards
 3 sets of small number cards
 3 tray
 Small containers for carrying units
 A floor mat
Presentation:
This activity will be done in a group. The directress pens down the addends on
a slip of paper. Then arrange the numerals using small number cards in two
trays and hands over each tray to two children. Then asks the children to bring
the quantities of beads according to the numbers. She then separates the small
number card of the first child and ask him/her to place the correct beads
quantity under the card. Then takes small number card of the second child,
place it under the first number card and ask the child to place beads of the
quantity above it. Take the set of numbers and place the first one above and
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the second one under it like an addition equation. She introduces the sign of
“+” on this stage. Place a ruler or a paper strip under the equation. Places the
golden beads bank together. Ask one child to count the units and place the
correct number card under it. Ask the other child to count the tens and place
the correct number card under it. It is done with the hundreds and thousands.
Then she gives the vocabulary to the children the addends and the sum of
those addends. Finally, she shows the children to record the answer on paper.

Exercise 2:

Addition with exchanging:

Material:
 Golden beads bank
 1 set of large number cards
 3 sets of small number cards
 3 tray
 Small containers for carrying units
 A floor mat
Presentation:
The directress pens down the addends on a slip of paper in such a way that the
sum must not be greater than 9999. She asks the children to form their
number using the small number cards in their trays. Then she asks them to
bring quantities from the bank according to their number. Take the small
number card of the first child, place it on the mat and place the quantity under
it. Then take the small number card of the second child place it under the first
number and place the quantity of beads above it. Note the arrangement of
quantities here. She does the same with the tens, hundreds and thousands
cards. Then she takes the first set of numbers and place it on the side of the
mat, place the second set beneath it. She asks a child to count unit beads if the
answer is larger than 10, she asks the child to exchange it with a 10 bead bar
and if it is less then she ask him to place the corresponding number beneath it.
She asks the other child to add the tens, if the answer is greater than ten tens
she ask him to exchange it with a hundred square. The same goes with the
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hundreds. At the end, the thousands are counted and large number card is
placed under the equation. Directress then explains the addition equation to
the children. She also shows them how to record it on the paper.
Multiplication:
Multiplication is a mathematical operation in which same number is added
repeatedly. This concept is introduced to the child when he/she has mastered
the addition.

Exercise:

Multiplication with or without exchanging:

Material:
 Golden beads bank
 1 set of large number cards
 3 sets of small number cards
 3 tray
 Small containers for carrying units
 A floor mat
Presentation:
This is also a group exercise. The directress writes the quantities for each child
to be multiplied several time on paper slips. She makes sure that the product
of those quantities do not exceed 9999 and do not involve exchanging, for
example, 1313 three times. She gives the slips to all the children in the group
and asks them not to show their quantities to other and build these quantities
using small number cards in their trays. After building their numbers, she ask
them to bring the quantity from the golden beads bank according to these
numbers. She takes out the number cards of first child and place them on the
mat. She ask the child to place the correct quantities of beads, bars, square
and cubes, place them under the corresponding numbers. She then places the
small number cards on one-side. Places an addition sign and a paper strip
under them. She asks the children to add the number making sure that units,
tens, hundreds and thousands stay in their hierarchy. She invites a child to
count the beads beginning with units, bar of tens, square of hundreds and
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cube of thousands respectively. If exchanging is involved same concept as
shown in the addition with exchange exercise, is applied. At the end of the
exercise the directress explains that 1313 three times is 3939 that is if the
same quantity is added repeatedly we call it as Multiplication.
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Question no. 4:
Explain how would you give the concepts of subtraction and
division?
Answer:

Subtraction:
Subtraction means taking away smaller quantities from larger quantity. Large
quantities known as, minuend and smaller quantity as subtrahends. The
subtrahends are smaller than minuend and the difference between them as
well.

Exercise 1:
Subtraction without exchanging:

Material:
As used in addition and multiplication exercises

Presentation:
This is a group activity. The teacher writes down the minuend and the
subtrahend on two separate paper slips. She gives the minuend to the children
and asks them to build it using large cards and bring the beads for the quantity.
She places the beads with their corresponding numbers on the mat. Then she
give them the subtrahend slips, ask them to build the number with small
number card and ask him to take the beads quantity equal to the subtrahend
away from the minuend beads and place them in his/her 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
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started with a large number, took away a small number that is subtracted and
the remaining quantity is the answer.

Exercise 1:
Subtraction with exchanging:

Material:
As described above

Presentation:
Material is arranged in the same way as described in the above exercise. The
directress writes the minuend and subtrahend on two slips, that is, 4622-3888.
Minuend slip is given to one child, he builds the small number cards and places
the quantity with the numbers. Subtrahend number slip is given to the other
child and number cards are build. The directress asks the second child to take
away the beads quantity equivalent to the subtrahend from the minuend
beads. The child will realize that the subtrahend number is larger than
minuend. The directress will tell to exchange ten unit beads with a bar of ten,
he will have twelve beads from which he can take away eight. It will goes with
tens, where available beads are four, as being, already exchanged while he
need more. The directress will again suggest exchanging ten bars of ten with a
square of hundred where he will be, left with eleven from which he will take
away 8 and so on. Finally, all the beads are, counted and children places the
corresponding number card as answers.

Division:

Division is splitting a quantity into equal parts or groups. There are two value in
a division sum,
a. Quantity to be, divided---the dividend.
b. The number by which another number is to be divided---the divisor.
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Exercise 1:

Division without exchanging:

Material:

 Golden beads bank

 2 to 3 sets of small number cards
 a set of large number cards
 3 trays and containers
 A floor mat.

Presentation:
It is also a group exercise. The directress takes as many children to do the
division as the divisor (for example, two if the divisor is 2, three if the divisor is
3, etc.). She writes a dividend on a paper slip e.g. 4862, hand it over to a child,
ask him/her to build the number with large number cards and bring the
corresponding beads quantity. She tells the children that she will divide the
quantity between them. She places equal amount of beads starting from
thousand cubes, then hundred squares, bars of ten, and unit beads, into their
trays. She asks them to build their numbers with small number cards. They
both write 2431. She takes the small cards from one tray and places them over
the large number cards; tell the children that by dividing 4862 between 2
children, each get 2431 and nothing is left.

Exercise-2:

Division without exchanging:

Material:
 Golden beads bank
 2 to 3 sets of small number cards
 a set of large number cards
 3 trays and containers
 A floor mat.
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Presentation:
The directress invites two children for the exercise think of a dividend and a
divisor, so that the sum involve exchanging. e.g. 5672 ÷ 2. She writes the
dividend on a paper slip, gives it to the child, asks him/her to build the number
using large number cards and bring the beads quantity. She places the bead
material and the large number cards on the floor mat. She tells the children
that she has 5672, she is going to divide it between both children. She starts
the division from thousand cubes, give two cubes to each child making the
children realize that one thousand is left. She asks them what should they do
now? Directress will wait for their reply. A child will suggest exchanging it with
ten hundred squares. By doing so she get 16 hundred squares which she will
equally divide between them. She repeats it with the tens and units. When the
quantity is equally divided, she asks the children to build their numbers using
small number cards. Each child has 2836. She take the small cards from one
tray and puts them above the large number cards and says that when she
divided 5672 between two children, each got 2836 and nothing is left.

Exercise-3:

Division with remainder:

Material:
 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 directress thinks of a division sum that will leave a remainder, e.g. 457 ÷ 3.
She writes the dividend on a paper slip hand it over to a child, ask him to build
the number using large number cards and bring the quantity. She arranges it
on the mat. She tells the children that she is going to divide 457 equally among
three children. She starts with the hundred squares where 1 hundred is left.
She exchanged it for 10 ten bars. Then she divide 15 tens among the children.
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Each child gets 5 bars of ten. Finally, she start dividing the seven beads unit.
Each child gets 2 units whereas one unit is left. She explain that she does not
have enough units for everyone; so this will be, called as remainder. She then
asks each child to build their amounts using small number cards. Each has 152.
She takes the small number cards from one tray, puts them above the dividend
and tell that she had 457. Which she divided equally among three children.
Each child got 152, and one was a remainder. The directress can reinforce the
terms, dividend, divisor, quotient and remainder.
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Question no. 5:
What are teens and tens boards? Explain their purpose and
usage.
Answer:
Before using the teens and tens boards, the directress will familiarize the child
with the colored beads bars. They are bars from single bead to nine beads.
Each bar has different colors. The directress demonstrates exercises relating
bead bars so that they prepare for the board exercises and count from 11 to
19.

Teen Boards:
They are, also known as Seguin boards, designed by Dr. Edouard Seguin. It
include set of two boards:
 Board A, number “10” is, printed 5 times on it.
 Board B, number “10” is, printed four times on it.

Cards of appropriate size from 1 to 9 which can slide through the board.

Exercise 1:

Identifying numerals 11 to 19

 Tens boards

Presentation:
The directress places the boards on the mat and asks the child as what number
is written on the board. When the child answers correctly, she slides card of
one and hides the zero. Using the three period lesson, she first says the
number name, repeating it several times by sliding the number one in and out.
She does the same with twelve and thirteen. In the second period, she asks the
child to show her eleven, twelve and thirteen one by one asks about all the
numbers. Finally, in the third period, pointing to the numbers she asks the
child as what number is this. After practicing from 11 to 13 she introduce the
other three numbers until they reach number nineteen.
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Exercise 2:

Quantities and numerals 11 to 19

Material:
 Teens number boards
 Number cards from 1 to 9
 Nine ten bars
 A set of colored bead bars
 A floor mat.

Presentation:
The directress arranges the boards and the colored beads bars on the floor
mat. She puts a bar of ten beside the board and places a one colored bead on
its right side, asks the child to count them. She then slide the one number card
on the board over the zero. Tell the child that ten and one are eleven. This is
how we write 11 (pointing towards the number on the board). She repeat this
exercise until they reach nineteen.

Exercise 3:

Learning the names 10 to 90

Material:
 45 ten bars
 A felt mat.

Presentation:
The directress takes a bar of ten, asks the child what it is and put it aside. Then
place two ten bars, asks the child what it is, he/she will say two ten bars and
the directress will tell him/her that two tens are called twenty. She repeats it
several time. Using the three period lesson, in the first period directress
introduces ten, twenty and thirty to the child, in second period she asks the
child to show her these quantities and in the third period she points to the
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specific quantity and asks him what this is. The child continues to work with
this activity until he reaches 90.
 TENS BOARDS:
These are, also known as Seguin boards, designed by Edouard Seguin. It is also
a set of two boards.
 Board A has 10, 20, 30, 40 and 50 written on them.
 Board B has 60, 70, 80 and 90 written on them.

Exercise 1:

Identifying numerals 10 to 90

Material:
 Ten boards

Presentation:
By using three period lesson, the directress chooses first 3 numbers i-e, 10, 20
and 30. In the first period directress points to the number and tells the child
that these are 10, 20 and 30. Repeat it several times. In the second period, she
asks the child to show her 10, then 20 and then thirty. In the third period, she
points to the numbers one by one and asks the child what number is this? She
repeats the exercise for all the numbers.

Exercise 2:

Quantities and numerals 10 to 90

Material:
 Tens boards
 45 bars of ten
 A floor mat.

Presentation:
The directress arranges the boards on the floor mat. She places a bar of ten
beside the number ten, asks the child to count the beads and say the number.
Then she places two ten bars beside the number twenty, asks the child to
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count them and tells him/her that this is twenty. She keeps on doing the
exercise until the child recognizes and counts the numbers till ninety.
Exercise 3:

Associating quantities and numerals- 11 to 99

Material:
 Nine bars of ten
 Colored bead bars
 Tens boards
 Cards 1-9 which can fit in the tens boards
 A floor mat.

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