International Montessori Preschool Teachers Training Program

(MODULE 7)

Submitted by: Laila Anum

Roll No D15577

ASSIGNMENT # 7

Submitted to: MS Aysha Saddiqa

Program Montessori Early Childhood

MATHEMATICAL Exercises (part 2)

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Question 1: Explain Different groups of Montessori Math exercises and how the directress
should efficiently present exercises through sequential and parallel work in various groups.

SENSORIAL MATERIAL IS MATHMATICAL MATERIAL

The Sensorial Material is mathematical material. It is exact. It is presented with exactness

and will be used by the child with exactness. The activities call for precision so that the child
can come into contact with the isolated concepts and through repetition, draw from the essence
of each and have a clear abstraction. These concepts help the child to order his mind. He is able
to classify experience. Clear perception and the ability to classify leads to precise conclusions.
The Sensorial work is a preparation for the study of sequence and progression. It helps the child
build up spatial representations of quantities and to form images of their magnitudes such as the
Pink Tower.
The Exercises in arithmetic are grouped. There is some sequential work and some parallel
work.

GROUP 1 (NUMBERS THROUGH TEN)

The experiences in this group are sequential. When the child has a full understanding of
numbers through ten(numbers rods/sand paper numbers/spindle box/cards and counter/golden
and coloured beds bar). In this group, the child builds the basic concept of numbers, but also
recognizes the relationships between quantity and numerals.

GROUP 2(DECIMAL SYSTEM)

The decimal system can be introduced when the child has a full understanding of numbers
through 10. The focus here is on the hierarchy of the decimal system and how the system
functions. It also starts the child on the exercises of simple computations, which are the
operations of arithmetic. It has four operations of arithmetic .i.e. addition, multiplication,
subtraction and division. They are introduced at this level.

GROUP 3(COUNTING BEYOND TEN)

The third group will be started when the decimal system is well underway. From then on,
these exercises will be given parallel to the continuing of the decimal system. This third group,
Counting beyond Ten, includes the teens, the tens, and linear and skip counting.

GROUP 4(MEMORIZATION OF ARITHMETIC TABLES)

The fourth group is the memorization of the arithmetic tables. This work can begin while the
later work of the decimal system and the counting beyond ten exercises are continued.

GROUP 5(PASSAGE TO ABSTRACTION)

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 The fifth group is the passage to abstraction. The Exercises in this group require the child to
understand the process of each form of arithmetic and to know the tables of each operation.

There is again an overlap.

The child who knows the process and tables for addition can begin to do the addition for this
group. He may still be working on learning the tables for the other operations and these will not
be taken up until he has the readiness. The exercises in the group for passing to abstraction,
allows the child to drop the use of the material as he is ready. He can then begin to work more
and more with the symbols on paper, without using the material to find the answers.

GROUP 6(FRACTIONS)

The sixth group of materials, fractions, can work parallel to the group of making
abstractions and the early work with the fractions can begin with sensorial work

Question 2: Explain the exercises which enable the child to count till 1000?

Linear Exercises helps children learn to count till 1000 and getting familiar with the Decimal
System relationships, including the concepts of squares and cubes of numbers. Linear counting is
presented in two stages; in the first one, children learn to count till 100 and in the second one,
they master counting till 1000.

This helps consolidate children’s knowledge of counting. Up until now, they have worked with
tens and hundreds in the Decimal System. With these exercises however, they now become
familiar with the sequence of numbers from 1 through to 1000. Counting is a monotonous
activity and tends to become mechanical over time. Through repetition, children instinctively
adopt this mechanism of counting.

When the two chains are placed parallel to each other, they show in a striking and sensorial way
the difference between the square and the cube of ten. In this way, the Decimal System relations
are further emphasized to the child.

Presentation 1:

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 Material:
- The hundred chain consisting of 10 bars of 10.
- The hundred square
- Containers having arrow labels: 1. Green labels marked 1
– 9 2. Blue labels marked 10
– 90 3. A red label marked 100
- A large sized mat or runner.
- The 100 Chain

Exercise:
The children are invited to the chain cabinet and shown the bars on the shelves to discuss if they
have seen bars like these before. The directress starts by counting with them starting from the
unit to the 10 bar and unrolling the runner just a little. She shows them how to hold the 100 chain
by both ends and lay it out vertically at the bottom of the mat. The kids are made to place the tray
below the 100 chain and slowly fold the chain together to create the hundred square,
emphasizing that it looks like the hundred square. The hundred square is placed on top of the
folded 100 chain to show that they are the same. The hundred square is removed and the chain
gently re-straightened.

The teacher takes out the green unit tickets and tells the kids what they are called. They are lined
in a vertical line to the left of the 10 chain. The children are then shown the blue ten tickets
which are placed in a vertical line above the unit tickets. The first ten are labeled using the unit
tickets and placed to the left of the chain.

Together, they count from 11 to 20. At the 20 mark, the ticket that says 20 is placed to its right,
counting by units; as they continue placing the ten tickets until they reach 100. The children are
made to place the red 100 ticket to the 100.

They are told, “You have just counted to 100.” She asks, “How many beads are in this chain?”,
as they respond with “100”. She then points to the hundred square and asks, “And how many are

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in this?”, as they respond again with “100”. All the tickets are then counted alongside the kids: 1,
2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100.

They are then counted backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Children are instructed to replace the tickets into their correct envelope and then the rest of the
material of the 20 bead.

Presentation 2:

Material:

- A Thousand Chain consisting of 100 bars of 10 –

Ten squares of hundred

- The Thousand Cube Containers having arrow labels:

1. Green labels marked 1 – 9

2. Blue labels arrowed 10– 990

3. Red labels from 100 – 900

4. Large green label marked 1,000

- A large sized mat or runner

Exercise: The directress tells children that they are going to be looking at an even longer chain
than the 100 chain now. She then has them unroll the runner all the way and hold the 1000 chain.
She then carries the chain to the runner, with all of the strands laid out straight and has the kids
bring over the cube and the large box on a tray over to the runner along with the hundred
squares. She tells them that they are going to try to fold the chain similar to how they did with
the 100 chain. She makes a hundred and asks the child what she just made and places a hundred
squares next to it, repeating until the whole chain has been folded into a hundred squares. The
children can begin to make them independently after a while.

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The teacher then places each of the hundred squares next to the hundred squares she has made
with the kids, before placing the hundred squares on top of the hundred squares made with them.
She then counts with the children to see how many hundred squares there are in total. She
continues to have the children place each hundred squares on top of each other now similar to
how she did herself earlier, and iterates how this now looks just like the cube, and that when we
have 10 hundred squares, we know that we have 1000 beads.

Now she places the cube next to the ten hundred squares (placed on top of one another) to show
this to children. She then has them gently pull the 1,000 chain straight and lay out all of the
tickets. Each bead is counted and the correct ticket placed as and when needed similar to
Presentation 1. When the number 100 is reached, the ticket as well as a hundred square is placed
next to the 100th bead, repeating for every hundred reached, including the 1000th bead.

At the end of the exercise, she looks at the world of the children, going back to the beginning and
counting; 100, 200, 300, 400, 500, 600, 700, 800, 900. She then asks them how many they had at
the end: 1000.

They finally go back to the beginning and count the tens; 10, 20, 30, 40, 50 . . . 100, 110,
120,.. .400, 410, 420, . . . 980, 990, 1000. The children are then told to count backwards by tens.
As the labels have to be placed at the end of each bar, children easily recognize they have made a
mistake in counting. The material can now be put away.

Question 3: Print *Dot Game paper (from the link given below) and send three solved
problems, each carrying four addends?

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Materials

- Squared paper inserted into a frame of ground glass or slate with columns headed 1, 10, 100,
1,000, and 10,000. The columns are divided into small squares so that there are ten in each
horizontal row. At the foot of each column are two spaces, the upper one for carrying figures,
the lower one for the result. There is a blank column at the right side where the problem to be
done is written.
- A good lead pencil
- A purple or orange pencil
- A ruler

Presentation

Stage A

Invite a child to come and work with you. Introduce him to the new paper and have him bring it
over to the table.
Show the child the different columns on the paper and introduce the child to the new number of

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10,000.
Tell the child you are going to write an addition problem and write one on the right side of the
grid.

Have the child choose at least three more 4-digit numbers.

Once all add-ins have been written, draw a line with the ruler and write in a plus sign.

Look at the first number and write a dot in the units column for each unit in the first number.

Repeat for the tens, hundreds and thousands.

Repeat for each add-in until the whole grid is filled with the appropriate amount of dots.

Then count the first row of dots in the units from left to right. When you get to ten dots, cross it
out and make an orange dot in the first bottom large square. As you do so, say: “This represents
one ten.”

Continue counting the units in this same way. (Crossing off each ten units and marking with an
orange dot.)

Write the number of units left in the second bottom square.

Look at how many orange dots you have in the units column. Mark that amount in a number in
the tens column. Tell the child, “I am carrying over 2 tens.”

Also place two orange dots next to the last pencil dot in the tens column.
Repeat in this way for the tens column, the thousand, and the 10 thousand columns. Always
Carrying over what needs to be.

Read the answer with the child, emphasizing the ten-thousand numbers. E.g. Thirty-
two thousand, one hundred and fifty two.

Have the child write the answer under the problem on the right side of the paper and show the
child where we place the comma to separate the thousands.

Read the whole problem with the child.

Stage B

This is to be done in the same way as in Stage A, but this time have the child make the dots for
all of the units, then all of the tens, then all of the hundreds, and then all of the thousands. This
is to be done from the top unit to the bottom unit.
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Purpose

Direct

- To give the child further understanding of addition in the decimal system and to give him a
Sense of an ability to work with large numbers.

- To emphasize the fact that in each category, there are never combinations that come to more
than 9, so that it is just as easy to add tens of thousands together as it is units.

- The making of tens focuses on the child’s attention on the process of carrying.

- To further familiarize the child with the different categories.

- A first abstraction in the decimal System

Question 4: Explain the presentations of Multiplication Board and Division Board in your
own words.Also make illustrations.

The multiplication bead board is used for practice with the multiplication tables 1x1 though
10x10. The box consists of a perforated multiplication working with 100 holes in rows of ten
arranged in a square, a box with small plastic cards numbering 1-10 which represent the
multiplic and, a red disc which marks the multiplier and a box of 100 red beads. At the left side
of the board is a window with a slot for the insertion of the cards.

Purpose

To give practice in multiplication leading to the memorization of the essential multiplication

tables.

Age

5 1/2 - 6 years

Materials

A perforated board with 100 holes in rows of 10 arranged in a square. At the left side of the
board is a window with a slot for the insertion of the cards.
A red, wooden disc.
Tables of multiplication
A set of cards from 1 to 10

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 Stamp Game

Materials

- Large quantities of wooden squares of equal size about 1 inch square like stamps:
Each stamp of 1 is green marked with ‘1’.
Each stamp of 10 is blue marked with ‘10’.
Each stamp of 100 is red marked with ‘100’.
Each stamp of 1000 is green marked with ‘1000’.
- A pencil and ruler
- Special grid paper

Notes

This material is more symbolic, so this work is moving from the concrete to the more abstract.
With this material, we will introduce writing the problem and will therefore introduce the
symbol for writing the problem. This work will be all individual.

Introduction

Invite the child to come and work with you.

Show the child the material and have him first bring over the paper needed. Then show the child
the material and have him bring over the box of wooden tiles as well as the tray from
Introduction to Quantity.

Show the child the 1 green tile and show the 1 unit to the child. Tell the child that it is the same
as the unit bead.

Show the child the blue tile and have him read the ‘10’ written on it. Tell the child that this is
just like the ten-bar.

Repeat for the tiles of 100 and 1000.

Do a Three Period Lesson with the 1, 10, 100, and 1000 tiles.

Show the child that when we take out the 1 tiles, we place them directly in front of the
compartment where the other 1’s are.

Tell the child that you are going to take out 5. Take out 5 of the 1 tiles and place them all in
front of the 1 compartment.

Put them back and give the child a few numbers to take out. Such as make 3 tens, or 5 hundreds,
or 2 thousands.

Then give the child a larger number.

Say, “Now we are going to make a larger number. This number will have 3 units, 5 tens, 2
hundreds, 1 thousand.
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As you give the child each number, have him take out the appropriate tiles.

Count to check the final product and then have the child put the tiles back into their
compartments.

Presentation 1: Addition

To be done directly following the Introduction.

Static Addition

Show the child the paper on which we write our problems.

Tell the child that the first column is where we write the units. The second column is where we
write the tens, the third column is where we write the hundreds, and the fourth column is where
we write the thousands.

Write a number, such as 1524 and read it with the child as: 4 units, 2 tens, 5 hundreds, and 1
thousand. Then read it: 1524.

Have the child create the number using the tiles.

Tell the child that we are going to make another number.

Show the child that you will write this new number below the first number on the piece of
paper.

Write: 1241 and read it with the child as before.

Show the child that we will place the tiles for this number a little below the other tiles.

Have the child create this number using the tiles

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Tell him that we will see how much we have all together.
Tell the child that we show this by using the addition sign. Show the child the sign and where to
place it on the paper.

Then draw a line under the last number using the ruler.

Have the child count all of the units: 4 + 1 = 5

Write in 5 under the units on the paper.

Have the child count the tens, hundreds, and thousands, each time writing the answer down.
Read the final answer with the child: When we have 1524 and we add 1241 we get 2765!

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Allow the child a turn with another example. Guide him with questions.
Dynamic Addition
Have the child construct and write the first add-in, first the units, tens, hundreds, and then
thousands.
Have the child write another add in, but guide the child so that there will be a need to change the
numbers.
Have the child construct the two numbers using the tiles.
Count all of the tiles and notice that you are going to need to change some of the tiles. Have the
child do Chart 1

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Presentation

Show the child the material and have him bring it to the table.

Show the child the numbers along the top of the board. Tell the child, “These numbers tell us

how many times to take a number.”

Show the child how to slide the card (4) into the slot on the side of the board.

Tell the child, “This tells us we will be doing the table of 4.”

Place the little red disc above the 1 at the top of the board.

Say, “This tells us we need to take 4 one times.

Using the red beads, place 4 one times in a vertical line.

Have the child count how many beads there are on the board.

Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the equation.

Move the disc over above the 2.

Tell the child, “We now need 4 two times. But we already have 4 one times.”

Have the child place the red beads in a vertical line next to the first four.

Have the child count the total number of beads on the board.

Say, “4 x 2 is 8”.

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Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you.

If the child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was 28.

Count from 28 up four more. Repeat in this way until he has finished the board.

Have the child read all of the equations and answers written on the piece of paper.

The child can check his work on Multiplication Chart 1.

Control of Error

The child checks his work with Chart 1

Question 5: How is Stamp Game introduced to the child?Also explain how subtraction
problems can be solved with stam game.

Stamp Game:

Materials:

- Large quantities of wooden squares of equal size about 1 inch square like stamps:

1. Each stamp of 1 is green marked with ‘1’.

2. Each stamp of 10 is blue marked with ‘10’.

3. Each stamp of 100 is red marked with ‘100’.

4. Each stamp of 1000 is green marked with ‘1000’.

- A pencil and ruler

- Special grid paper

Introduction: The directress starts by inviting the children to come work with her and bring
along the paper, the box of wooden tiles and the tray from ‘Introduction to Quantity’. She
introduces the materials to the child; she shows children the Green Tile with the unit 1 written on
it and tells them that this is the same as the unit bead. Similarly, she shows them the Blue Tile
with the unit 10 written on it and informs them that this is similar to the ten-bar. She continues to
repeat this for the tiles of 100 and 1000.

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The Three Period Lesson is also carried out with the 1, 10, 100 and 1000 tiles by showing
children that when we take out the unit 1 tile, we place them directly in front of the compartment
where the other 1’s are. They are told that they are going to take out 5. As they take out 5 of the
unit 1 tile, they are all placed in front of the unit 1 compartment. They are then placed back and
the children are given a few different numbers to be taken out, for example, 3 tens, 5 hundreds,
or 2 thousands. They are then given a larger number and told; “Now we are going to make a
larger number. This number will have 3 units, 5 tens, 2 hundreds, 1 thousand.” As they are given
each number, have them take out the appropriate tiles.

The directress then counts to check the final product and then has the children put the tiles back
into their compartments.

Subtraction:

Exercise 1: The children are invited to come and work with the directress who writes down on a
paper two different numbers and introduces the new subtraction sign.

The children are instructed to construct the first number and then told that we are going to take 3
units from the four units constructed. Have them move 3 units off to the left side of the table,
count how many units are left and write the answer. Next, have them take 2 tens away from the 5

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and move them off to the side of the table. Count and then write how many teens are left. Repeat
for the hundreds and thousands. Finally, read the answer out loud with the children.

Exercise 2: The directress writes a first large number and a second number under it, making sure
that the numbers lead to dynamic subtraction. She has the children create the first number, as she
asks them how many units are we going to take away, i.e. 3. But as the child becomes stuck, she
says that we are going to have to change one of the tens for units, as she takes out ten units and
replaces it with one of the ten tiles. She then has them take 3 units away from the now 12 units
and places the unneeded tiles off to the side of the table.

The teacher has the child write how many units he has left. She then repeats for the tens,
hundreds, and thousands, changing as and when needed, reading the final answer with the
children as well as discussing the entire question problem in its entirety.

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All this is repeated until children feel comfortable to work alone. Children should be encouraged
to pose their own problem examples and guided in the process.

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