Madiha awais

D19694

MODULE 5
MATHEMATICAL EXERCISES (PART 1)
 MADIHA AWAIS D19694
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: Children learn to organise numbers in their heads, understand how much space
objects take up, and what numbers mean in “the real world” sense. A Montessori Maths
approach will allow children to move onto using a pen and paper with a broader understanding
of what a number represents in the physical world.

Number Rods:
These are ten wooden rods similar to the Red Rods. Their lengths vary from1
decimeter to 1 meter. Each decimeter is painted in red and blue sections. The
shortest rod that is 1 decimeter is red. The second is 2 decimeter long, 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 color. 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:

1|Page
 MADIHA AWAIS D19694
The directress takes the first three rods and points to the 1st rod and says, “This
is one.” She repeats for emphasis and does the same for the other two rods as
well by calling them by their respective numerical names. She proceeds by
carrying out Period 2 and 3 of the Three Period Lesson to familiar the 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 senitizing 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
10and a floor mat

Presentation 1:
The directress starts off by placing the Number Rods as well as the cards onto the
mat. She then points at a rod and asks the child to pronounce its’ numerical name
as well as bring over the relevant number card and place it next to it. She repeats
until the exercise has been repeated for all the rods and numbers.

Exercise 5: The spindle box

Materials:

2|Page
 MADIHA AWAIS D19694
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 color and size

Presentation:
The teacher shows different cards to the children and has them say the numbers
aloud. She places the number 1 card to the left side and the number 10 card to
the right side of the table. She asks the child to put the other cards in order. She
tell the child that he is going to put the number of counters under the
corresponding card.
She then points to card 1 and asks the child to gently slide one counter under this
card.
For card 2, she asks to place the counters next to each other.
For card 3, she ask to put two counter next to each other but place the last
counter under and to the middle of the two counters. She makes sure that the
child places the rest of the counters in a similar way as she has shown.

3|Page
 MADIHA AWAIS D19694
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 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.

Question 2: What do know about the decimal system? How would

you enable children to count any quantity and identify numerals till
9999?
Answer:
Introduction to The Decimal System:
The decimal system is a numeral system which organizes 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 recognize 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 Decima System materials to introduce
addition, multiplication, division and subtraction as well. The children learn the

4|Page
 MADIHA AWAIS D19694
operations using numbers in the thousands, but it is easy for them because of the
concrete objects and order of the lessons. They are learning place value from a
very early age, but it is in simple intervals that makes it approachable.
Geometrical entities are used by Montessori as Material Abstractions for the
decimal system of numeration.

Material:
- A single golden bead- A ten bar- A hundred square- A thousand cube- Table
mat1 '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 7hundreds in the tray ask
a child to count it. Continue the exercise until the children can count any quantity
up to 9999.

Question 3: Explain addition and multiplication exercises in your own

words?
ADDITION:

5|Page
 MADIHA AWAIS D19694
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 With-out Exchanging:

First the directress gathers the material required for the exercise as presented
below:-
3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and
3 thousands- 1 box with a set of large cards from 1 to 9000- An ample quantity of
loose unit beads, ten-bars, hundred squares and thousand cubes- 3 trays and 3
little bowls for the loose beads- 1 larger tray with one extra bowl

Exercise:
First the directress invites around three children to come and work with her,
starting with laying down a mat and gathering the material on it. One child lays
out the large cards while another lays out the beads.
The children place three small mats between the two large mats and set up their
set of small cards similar to how they setup the large cards, but only containing
1000 to 3000.
Tell the first child to get cards for the following: 2 units, 3 tens, 2 hundreds and 3
thousand and have them place each on the tray. Tell another to get cards for the
following: 2 units, 1 ten, 3hundreds and 2 thousands.
Finally, have the third student bring over cards for: 1 unit, 2 tens, 5hundreds 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.

6|Page
 MADIHA AWAIS D19694
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 children that when we put all of the beads together we had, “7
units, 9 tens, 7hundreds, 6 thousands.”
Then say, "So altogether we have: six thousand, seven hundred, and ninety-seven
beads."
As told the children, collect their small cards, keeping them in the top right corner
of the mat. "So we put 3232, and 2312, and1253 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 till 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:

7|Page
 MADIHA AWAIS D19694
Multiplication means adding the same number again and again. It can be
introduced at any time after children have learned addition.

Exercise:
This exercise should ideally be done in a group format. Gather the children and
arrange all the relevant material just as done for addition exercise. Select any
numbers/quantity to multiply and write it down on a piece of paper as many
times as we want to multiply the respective number.
The quantity selected should be such that the sum of their product does not
exceed 9999 and does not involve exchanging, for example 2121 three times. Pass
one slip to each student and instruct them to place it on the tray upside down and
not to show their number with small number cards.
Once they have built their numbers with small number cards, retrieve the
slips from them and ask the kids to go and bring the quantity of beads that
corresponds to their respective numbers.
After making sure the children have brought the correct number of beads, take
the small number cards of the first child and place on the mat. Then ask that child
to take the bead material and place correctly under the numbers, repeating the
same with the other two quantities. Place the small number cards aside, place the
addition sign “+” beside and place a ruler underneath to make all the numbers
look like an equation.
The material is then added into each-other, making sure that units, tens,
hundreds and thousands stay in their respective hierarchies. Invite one of
the children to start counting the beads beginning with the units. When the units
are added together (and if more than 10), the children are reminded that they can
exchange the10 units with a ten bead bar at the bank. This ten bead bar is placed
on top of the “ten” column.
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.

8|Page
 MADIHA AWAIS D19694
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." we can also say that we
have multiplied a smaller number and made one larger number. At the end, show
the children how to write the answer.

Question 4: Explain how would you give the concepts of

subtraction and division?
Answer:
SUBTRACTION:
Subtraction means taking away smaller quantities from a larger quantity. Large
quantities are referred to as ‘minuend’ and smaller quantities as ‘subtrahends’.
The subtrahends are smaller than minuend and finding the difference between
them is called subtraction.

Exercise 1: Subtraction without Exchanging

Material:
First the directress gathers the material required for the exercise as presented
below:-
3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and
3 thousands- 1 box with a set of large cards from 1 to 9000- An ample quantity of
loose unit beads, ten-bars, hundred squares and thousand cubes- 3 trays and 3
little bowls for the loose beads- 1 larger tray with one extra bowl.

Presentation:
This is a group presentation. The directress 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.

9|Page
 MADIHA AWAIS D19694
Then she gives them the subtrahend slip, asking them to build the number with
small number card and then to take the beads quantity equal to the subtrahend
away from the minuend beads and place them in their tray. She places the
subtrahend number cards under the minuend, places a ruler underneath,
introduces the subtraction sign and places it beside the number cards. She
starts counting the remaining bead quantity starting from units and placing
a small number card under the corresponding numeral. She explains that they
started with a large number, took away a small number, that is, ‘subtracted’ to
get our answer.

Exercise 2: Subtracting with Exchanging

Material:
First the directress gathers the material required for the exercise as presented
below:
- 3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and
3 thousands
- 1 box with a set of large cards from 1 to 9000
- An ample quantity of loose unit beads, ten-bars, hundred squares and thousand
cubes
- 3 trays and 3 little bowls for the loose beads
- 1 larger tray with one extra bowl

Presentation:
Material is arranged in the same way as in the exercise above. The
directress writes the minuend and subtrahend on two slips, that is: 5832 and
4543.
Minuend slip is given to one child, small number cards are built and beads are
placed with the numbers.
Subtrahend number slip is given to the other child and number cards are built.
The teacher asks the second child to take away the beads quantity equivalent to
10 | P a g e
 MADIHA AWAIS D19694
the subtrahend from the minuend beads. The child will realize 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, for example the divisor.

Exercise 1: Division without Exchanging

Material:
The following material is required:-
Golden beads bank
- 2 to 3 sets of small number cards
- A set of large number cards
- 3 trays and containers
- A floor mat

Presentation:
It is a group exercise. The teacher will work with as many children to do the
division as the divisor (for example, two children if the divisor is 2, three if the
divisor is 3, etc.).She will write a dividend on a paper slip e.g. 4862, hand it over
to a child and ask him to build the number with large number cards and bring the
corresponding beads quantity. She tells the children that she will divide
11 | P a g e
 MADIHA AWAIS D19694
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
-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 realize
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

12 | P a g e
 MADIHA AWAIS D19694
puts them above the large number cards and says that when she divided
5672between two children, each got 2836 and nothing is left.

Exercise 3: Division with Remainder

Material:
The following material is required:
- Golden beads bank- 2 to 3 sets of small number cards
- A set of large number cards
- 3 trays and containers
- A floor mat

Presentation:
The teacher thinks of a division sum that will leave a remainder, e.g. 457 ÷ 3.
She writes the dividend on a paper slip and hands it over to a child, asking him
to build the number using large number cards and to bring the quantity. She then
arranges it onto the mat. She tells the children that she is going to divide 457
equally among three children. She starts with the hundred squares where 1
hundred is left. She exchanges it for 10 ten bars and then divides 15 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

13 | P a g e
 MADIHA AWAIS D19694
and usage.
Answer:
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 9number slots each labelled with 10 and the child
counts up sliding the wooden digit cards 1 to 9into 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 teen’s 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 show 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.

3. Names for figures from the tens category and a unit, these help with linear
counting 11-19Teens (beads only).

Colored Bead Stair

Material Description:
• A small felt cloth on a working mat

14 | P a g e
 MADIHA AWAIS D19694
• 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 color:
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 color
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:

15 | P a g e
 MADIHA AWAIS D19694
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 colored 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.

16 | P a g e
 MADIHA AWAIS D19694
• Loose wooden cards with the digits 1 to 9 which slide into the boards from the
right, covering the '0'
• Working Mat.

Presentation:
Place the boards on the Working Mat, and the cards at random nearby and give
the symbols in a Three Period Lesson.

First Period:
Slip the '1' over the 0' of the first ten, saying, "This is eleven", do the same with
'twelve' and 'thirteen'.

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.

17 | P a g e
 MADIHA AWAIS D19694
Boards and Beads
Material Description:
• Short Bead Stair
• 9 bars of ten in a box
• Teen boards
• Working Mat
• For the exercises have one ten card in blue and 1 to 9 unit cards in green

Presentation:
Lay out the boards on the mat, with the cards placed at random to the right, and
the beads, in a Bead Stair, to the left, the tens in their box. Place a 'bar of ten' and
a bead to form eleven to the left of the top section of the board and slip the
card of '1' over the '0' to form the figure '11'. Place a 'bar of ten' and two beads to
form twelve to the left of the top section of the board and slip the card of '2' over
the '0' to form the figure '12'. Let the child continue till she reaches 19. When she
completes ask her to count forwards and backwards.

Exercises:
Let the child make the numbers with the beads and cards in order and randomly.
Use the large cards instead of the boards. Also use the loose golden beads instead
of the bars.

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:

18 | P a g e
 MADIHA AWAIS D19694
Continued association of the quantity, name and symbol for 11 to 19; to reinforce
the sequence 11 to 19.

Age at Presentation:
Four and a half years of age, after presenting the quantities and their symbols.

11-99 Tens Boards and Beads

Material Description:
• Two wooden slated boards with five partitions each, on nine of the partitions
are the tens numbers, 10, 20, 30 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 realize that 20
is the same as two tens etc.

19 | P a g e
 MADIHA AWAIS D19694
• 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.

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 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.

20 | P a g e
 MADIHA AWAIS D19694
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
• 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.

21 | P a g e