MATHS

SANDPAPER NUMBERS

In Montessori education, sandpaper numbers are a hands-on learning tool designed to

help young children understand and internalize the shape and concept of numbers.
These are wooden cards featuring numbers from 1 to 9, with the numbers formed from
sandpaper. Children trace these numbers with their fingers, providing a tactile
experience that helps develop fine motor skills and muscle memory. The process
reinforces their recognition of numbers while engaging multiple senses—touch, sight,
and movement.

GOLDEN BEADS

Golden Beads in Montessori are hands-on materials used to teach place value and the
decimal system. Consisting of individual beads, rods (ten), squares (hundred), and
cubes (thousand), they help children visualize numbers and understand mathematical
operations. By manipulating these beads, children learn addition, subtraction,
multiplication, and division, providing a concrete foundation for abstract math concepts.
The Golden Beads make math accessible and engaging, supporting Montessori’s
emphasis on sensory learning.

LARGE NUMBER CARDS

Montessori large number cards help children understand mathematical concepts by

visually representing numerals and corresponding quantities. Used alongside materials
like golden beads, they teach place value, number building, and operations such as
addition and subtraction. Through hands-on activities and games, children deepen their
understanding of numbers and math processes, making abstract concepts more
concrete and engaging.

BIRD’S EYE VIEW

The "Bird’s Eye View" activity in a Montessori environment is a sensorial and cognitive
exercise designed to help children develop spatial awareness, perspective-taking, and
early mapping skills. In this activity, children are encouraged to imagine how a familiar
space—like their classroom or playground—would appear from above, as if seen by a
bird flying overhead. Through hands-on materials such as miniature furniture, blocks, or
drawing tools, they recreate or illustrate the layout of the space from this elevated
viewpoint. This not only enhances their understanding of geometry and direction but
also nurtures visual discrimination and abstract thinking.
ADDITION: USING SMALL NUMBER RODS

In a Montessori classroom, the “Addition Using Small Number Rods” activity provides a
concrete and visual introduction to the concept of addition. The small number rods,
which vary in length from 1 to 10 and are colored in alternating red and blue segments,
are laid out on a mat in order. The child selects two rods, places them end-to-end, and
then finds a third rod that matches their combined length.his hands-on method helps the
child internalize the idea that numbers can be combined to make a new number,
reinforcing the concept of addition in a tangible way.This activity not only develops
mathematical skills but also encourages concentration, independence, and
problem-solving through self-discovery.

ADDITION: USING STRIP BOARDS

In the Montessori method, the Addition Strip Board is a hands-on learning tool used to
help children understand the concept of addition in a visual and tactile way. It consists of
a rectangular wooden board marked with squares numbered from 1 to 18, and a set of
colored strips—red and blue—each representing different numerical values. The child
uses these strips to perform addition problems by placing two strips end to end on the
board and observing where they land numerically. The activity also promotes
independence, concentration, and a strong foundational sense of number relationships.

SUBTRACTION: USING STRIP BOARDS

In the Montessori method, subtraction with the Strip Board helps children grasp
subtraction through hands-on learning. The board features numbered squares and
colored strips—blue for the minuend and red for the subtrahend. The child places a red
strip to represent the starting number and a blue strip to represent the number to
subtract. By overlapping the blue strip, they visually see the remainder, illustrating the
concept of subtraction. This concrete approach promotes a deeper understanding of
arithmetic through manipulation and self-correction.

BEAD CHAIN

The Bead Chain activity in Montessori is a versatile and engaging tool used to teach
young children fundamental mathematical concepts. It involves colorful beads strung
together on a wire or string, allowing children to physically manipulate the beads to
explore numbers, counting, and patterns. Through this activity, children learn to
recognize numbers, count by ones or skip count by twos, fives, or tens, building a solid
foundation for understanding multiplication. The chain can be divided or grouped to
introduce the concept of division, helping children visually grasp how numbers relate to
each other. The activity also enhances fine motor skills through bead threading and
introduces measurement by comparing bead chain lengths. Overall, it provides a
concrete way for children to engage with abstract math ideas in a hands-on, meaningful
way.

STAMP GAME

The Stamp Game in Montessori is a dynamic and interactive activity designed to teach
young children the fundamental concepts of arithmetic, including addition, subtraction,
multiplication, and division. It involves the use of colored stamps that represent different
place values: units (1), tens (10), hundreds (100), and thousands (1000). The activity is
typically conducted on a tray or board where children can arrange the stamps in
columns, helping them visualize how numbers are structured and manipulated. Through
this hands-on approach, children can practice mathematical operations by physically
combining or separating stamps, fostering a deeper understanding of the base-10
system.

BEAD BOARD (MULTIPLICATION BOARD)

The Bead Board in Montessori education is a hands-on tool designed to teach

multiplication through tactile learning. It consists of a wooden board with rows of colored
beads, where each row represents a number, and the beads are grouped in a specific
pattern to demonstrate multiples. Students can use the Bead Board to visualize and
physically count the beads to understand multiplication.This method provides a concrete
and sensory experience, enabling children to internalize mathematical concepts through
active engagement. It also encourages self-discovery, problem-solving, and a deeper
understanding of mathematical principles in a way that abstract numbers alone might
not.

DIVISION BOARD

The Montessori Division Board is a hands-on learning tool designed to teach young
children the concept of division in an engaging and visual way. Typically used with
children aged 6 to 9 years, the board consists of a wooden structure with rows and
columns where children can place beads or small counters to represent numbers. The
activity begins with the child selecting a number to divide and a divisor, then using the
counters to group or distribute the dividend into equal parts, making the division process
clear and tangible. This allows children to practice division both with and without
remainders, reinforcing the abstract concept of division through a concrete, interactive
approach.

"Number Rods and Cards"

Material name: "Number Rods and Cards"

Alternative name:Number Rods with Numerals
Target age group: 3.5 to 6 years
Brief intro: This is a Montessori math activity designed to help children understand the concept
of quantity and how it relates to written numerals (symbols). It typically uses red and blue rods
(from 1 to 10 units in length) and number cards labeled 1–10.
Components:
Mat - To perform the activity
Number Rods – 10 wooden rods of increasing lengths:

●​ Each rod is 10 cm longer than the previous.​

●​ Alternating red and blue color segments (each segment represents 1 unit).​

●​ Rod 1 is 10 cm (1 segment), Rod 10 is 1 meter (10 segments).

Number Cards – Numerals 1 through 10 on individual card

Aims
Direct aim:To help the child understand the concept of quantity (1 to 10) and how
it connects to numerals (symbols).
Indirect aim: promoting gross-motor development, perception of dimensions,
counting in sequence, Visual and tactile understanding of number size and
difference, Recognition of numerals 1–10, Matching quantity with symbols,
One-to-one correspondence, Concentration, focus, patience, independence
POI: Sorting and matching the number cards with rods
Task completion satisfaction
COE: Visual and Physical Feedback

●​ The rods have distinct lengths and color patterns. If a child tries to match a
numeral card with the wrong rod, they can see or feel the mismatch

Vocabulary: NUmbers, rods, segments, match, count, take, place

How to introduce to students
1.​ Preparation
●​ Lay out a mat on the floor.​

●​ Bring the rods and cards to the mat.

 2. Exploring Quantity (Rods Only)

●​ Start with just the rods.​

●​ Lay them out in order from shortest (1) to longest (10).​

●​ Name them as you go: “This is one,” “This is two,” etc.​

●​ Count the segments on each rod out loud with the child to emphasize quantity.

3. (Introduce Cards)

●​ Mix up the number cards.

●​ Ask the child to say the numbers by showing the cards one by one. Like “What
number is this?”
●​ Once the child finished saying all the numbers in the cards then start matching it
with the rods.

4. Matching Numerals

●​ pick a card and Ask the child, “Can you find the number?”​

●​ Once the child identifies a number, find the rod that matches that number and
start counting the number of segments that matches the card.​

●​ Place the card next to or on the corresponding rod.

●​ Continue matching all 10 numerals to the correct rods.​

4. Invite and Repeat

●​ Invite the child to try matching in the same way.
●​ Allow the child to explore the activity with minimal interruption. Offer
encouragement, but avoid correcting unless it’s for safety.
●​ You can reverse the process too: pick a rod or a card and ask, “What number is
this?” So that the child will sort the numbers in varying forms.
●​ Once the activity is done place tha materials back in the shelf

Extension/Variation:

Arrange rods in random order and match them with cards.

Introduce simple addition by combining rods and finding total quantities.

Use number rods in story problems (“If I have rod 2 and rod 3, what do I get?”).
Seguin boards:

Material name: Seguin board

Alternative name: Montessori Number Boards
Target age group:3.5 to 6 years
Brief intro: The Seguin Boards are classic Montessori materials designed to help children
understand the concept of numbers 11–19 and 10–90, particularly how these numbers are
composed of tens and units. There are two types: the Teen Board and the Ten Board.
Seguin Boards - A
It is primarily used to teach children about the numbers from 11 to 19. Each
number is represented in a tactile format, allowing children to physically
engage with the numbers and grasp their sequential order.
Seguin Boards - B
The Tens Board is aimed at teaching younger students the numbers from
10 to 99, focusing on the concept of tens and units.This board helps clarify
the transition from single digits to more complex two-digit numbers

Components:
Seguin Boards - A
Mat - To perform the activity
Teen Boards: Two wooden boards with the numbers 10 printed repeatedly, and
separate number tiles (1–9).​

Beads: Golden bead bars of 10 and unit beads (1–9).

Seguin Boards - B
Mat - To perform the activity
●​ Two boards, distinctly marked with the numbers 10 through 90.
●​ Nine bead bars of 10, each consisting of 10 beads. These bead
bars help visually and tactically reinforce the numerical
sequence and magnitude of tens, linking abstract concepts to
tangible learning tools.

Aims

Direct aim:To teach the child the structure of numbers from 11 to 19 as "10 + a
unit."

Indirect aim: prepares children for more complex mathematical concepts and
operations, understanding the basics of addition and subtraction within this
number range,Prepare the child for place value understanding.Introduce the
decimal system.Develop number recognition and sequencing.
Build confidence with quantities and their symbolic representations.Hand-Eye
Coordination. Cognitive Development
Concentration, focus, patience, independence

POI: The tactile nature of the boards and the visual impact of arranging
numbers in correct sequences keep children engaged and motivated to
explore numerical concepts further.

COE: Visual and Physical Feedback

●​ The design of the Seguin Board allows children to see and correct
their own mistakes through physical manipulation of the numbers,
fostering a deeper understanding through active learning.

Vocabulary:
How to introduce to students
Seguin Boards - A Presentation

1.The directress asks the child to bring all of the materials to the floor mat
one by one, ensuring he is holding them carefully with two hands.

2.The directress begins by placing the first board in front of the child, with
the one, two, and three number boards on the right-hand side of the mat.

3.She asks the child to build the Short Bead Stair on the felt placed to the
top right of the mat.

4.She then places the box of the ten-bead bars next to it.

5.The directress asks the child if he remembers how to make 11. He then
shows her how to make 11 with the beads.

6.Once he has made 11, the directress says “yes ten and one makes 11” the
child is encouraged to place it next to the ten at the top of the board.

7.The directress assists the child in slotting the number one board next to
the first ten on the board. She reminds him that ten and one make 11.

8.The directress asks the child what number comes next. The child is
encouraged to repeat in the same manner with 12 and 13.

9.She consolidates the lesson with the child, if he has grasped the
concept then she can continue with 14-19 in the same manner. If he does
not grasp the concept, the directress should make a note and try again
another day.

10.In this way all the number boards are slotted.

Seguin Boards - B Presentation

1.​ Setup: Begin by placing all the beads at the top of the mat.
Arrange the cards and boards in the same layout as used in the
Teens Presentation.
2.​ Introduction to Numbers: Read all the numbers on the board
with the child. The child might initially say "1 ten, 2 ten, 3 ten,"
etc.
3.​ Naming Numbers Correctly: Introduce the correct names (ten,
twenty, thirty, etc.) using the Three Period Lesson method.
Focus on three numbers at a time to ensure clarity and
retention.
4.​ Reinforcement of Learning: Once the child is familiar with the
names of all the numbers, practice reading through them
together, both forwards and then backwards, to reinforce their
memory and understanding.
5.​ Understanding the Suffix “-ty”: Emphasize that most of these
numbers end in “ty”. Examine these numbers (20, 30, 40, 50, 60,
70, 80, 90) with the child. Explain that the suffix “ty” indicates
the presence of tens in the number. For example, explain, “40
means that there are 4 tens.”
6.​ Consolidation: Review the numbers again, asking the child to
identify the quantity of tens in each number by looking at the
first digit and relating it to the number of tens.

Extension/Variation:

●​ Real-Life Grouping: Use real items in sets of ten (e.g., 10 spoons), then count and
match to the number.​

●​ Teen vs. Ten Sorting: Mix numbers 11–90. Child decides if each belongs on the
Teen Board or Ten Board
3.SPINDLE BOX

Material name:.SPINDLE BOX

Alternative name:Spindle Counting Set
Target age group: 3.5 to 6 years
Brief intro: Montessori Spindles are long wooden sticks that are kept in a rectangular
wooden box. There are two boxes, each divided into five compartments, with individual
numbers 0-9 printed at the back of the compartments. The first box has compartments
for numbers 0-4, and the second box has compartments for numbers 5-9. The aim of
this activity is for the child to place the correct amount of spindles into the respective
numbered compartment.
Components:
Mat - To perform the activity

●​ A wooden box divided into 10 compartments labeled 0 through 9.​

●​ 45 wooden spindles (or sticks/counters).

Aims
Direct aim:To associate written numerals (0–9) with the correct quantity and
introduce the concept of zero.

Indirect aim: cognitive development through sorting and

organizing, indirectly preparing children for more complex math
concepts.Numeral Recognition. Fine Motor Development.
Vocabulary Building Concentration, focus, patience, independence

POI: The texture and gentle clinking of wooden spindles provide sensory
feedback that invites the child to repeat the activity.

COE: Visual and Physical Feedback

●​ Children can self-correct as they learn to associate each

number with the correct amount of spindles, providing an
opportunity for autonomous problem-solving.

Vocabulary: NUmbers, spindles, match, count, take, place

How to introduce to students

1.Invite the child to the activity and bring them to the mat or table.​
2.The directress begins by introducing a spindle to the child, asking him to feel it.
3.She points to ‘Number 1’ on the box and asks the child what number it is and he
replies by saying “one”.

4.She then picks up one spindle and holds it tightly to get a muscular impression
of quantity. She says ‘one’ and places ‘one’ in the child’s hand.

5.The directress then points to the number one compartment and asks the child
to place the spindle into the correct compartment.

6.This continues in the same manner until all of the 45 spindles have been
counted and placed into their correct number compartment.

7.As there are exactly 45 spindles in the Montessori spindle box, should there be
any short or leftover, the child will know if something went wrong.

8.The directress reminds the child that there are no spindles leftover in the box,
nor should there be any spindles in the number compartment ‘0’.

9.The directress emphasizes that ‘zero’ is a place holder and zero means
‘nothing’ because its holding it’s place until number 10.

10.Once the child has counted and placed the correct number of spindles into the
number compartments, he is asked to replace each spindle one by one back into
the wooden box in which it lives.

Extension/Variation:

Mix the numerals and ask the child to match the correct number of spindles.​

Use different objects (e.g., beans, pebbles) for counting.