ASSIGNMENT COURSE MODULE – 5

ROLL NO – D-16951
Mathematical Exercises (Part-1)
MRS.WARDA AHMED
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Question No.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.
Number Rods
These are ten wooden rods similar to the Red Rods. Their lengths vary
from 1 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, one-half is, painted red and the other half is blue. All the
other rods are, divided in a similar manner.
Exercise-1:
Introduction
Material:

Ten number rods and a floor mat.

Presentation:
The teacher bring the child over to the long Rods and remind him its use.
She then tell them that there are rods similar to long rods except for they
are red and blue. She invite the child to arrange the rods as he had the
long rods, with the red ends on the left and evenly lined.
Exercise-2:

Learning to count from 1 to 10

Material:

Material is same as in the above exercise.

Presentation:
The teacher takes the first three rods. She point to rod 1 and Say, “This is
one.” She repeats it several time. Repeat it with the other two rods as
well by calling them two and three. She then do the 2nd and 3rd period of
three period lesson. When the child get familiar to the numbers, she take
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out the rods 4, 5 and 6. This is how she repeat the exercise for all the
numbers from 1 to 10. Depending on the child, this may be, taught over a
few days.
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 teacher begin by sensitizing fingers. She introduce the child with the
material. Then take out 1, trace it three times and says, “one”. Invite the
child to repeat. She repeat it for numbers 2 and 3. Then do the Three
Period Lesson with numbers 1, 2, and 3. Repeat the exercise for the rest
of the numbers. It may take a few days to introduce all 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 10 and a floor mat.
Presentation-1:
The teacher place the Number Rods and the cards on the mat. She points
to a rod and ask the child to count it she then ask him to find the
appropriate number card for the rod and place next to it. Repeat it with
all the rods.
Presentation-2:

The teacher ask the child to find rod 1 and number 1 and place the card
next to the rod. She ask him to keep placing the cards t their
corresponding rods.
Presentation-3:
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She ask the child to build stairs out of rods and place the numbers cards
next to the corresponding rod. She continue until all the cards are, placed
in sequence.
Exercise-5:

The spindle box

Materials:

A wooden box with ten compartments. At the back of each compartment

is painted a number in black, starting from 0 up to 9 and 45 wooden
spindles.
Presentation:

The teacher Introduce the child to the material. Point out the
compartments and the numbers, one at a time and ask the child to give
the number’s names. She tell the child that these numbers will tell us how
many spindles to put in the box. Then point to the number 1. Have the
child read it and then ask to put 1 spindle in the box. Repeat the same for
other numbers by counting the spindles as they place them. Once all the
spindles are placed, she look at compartment 0 and say, “This is zero.
Zero means nothing. That 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 show different cards to the child and have him say the
numbers aloud. Place the number 1 card to the left side and the number
10 card to the right side of the table. Ask 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 point to card 1 and ask the child to,
gently slide one counter under this card. For card 2 she ask to place the
counters next to each other.
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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 make sure
that the child place the rest of the counters in a similar way as she has
shown. The exercise continues until all of the counters have been, placed.
She then runs her finger through the counters that is places her index
finger above the first counter (under card 1) and try 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
ask the child to show her the odd and even numbers. Lastly using the 3 rd
period she points to a number and ask the child what number is it.
Purposes:
Reinforcing the concept that each number is, made up of separate quantities.

 Learning sequence of numbers

 Learning the odd and even number
 Learn the qualities and names of each number
 Memorize the sequence of numbers from 0 to 10.
 Learn the symbols for the numbers he knows.
 Preparing for the writing of numbers.
 Introducing the concept of zero and its symbol.
Activities like memory games, action games, poems and rhymes are also
used to teach numbers from 0 to ten.

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?
The decimal system is a numeral system, which arranges and categorizes
numerical quantities into different group of units. In a Montessori, it is
offered when the child can count and recognize the symbols from 0 to ten
with complete understanding. During Montessori Math Early childhood
lessons, the numerals of the decimal system are, introduced. The young
child’s Sensitive Period for Order and classification ensures a greater thrill
for handling large quantities at this stage. Let us see which material are,
used in Montessori to introduce the concept of decimal system.
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INTRODUCTION TO GOLDEN BEADS:

This material is, made up of golden beads of similar size. They are, used to
introduce and understand functioning of decimal system and the four
operations that is addition, multiplication, division and subtraction.
Material:

 Units, tens, hundreds, and thousands.

 A unit is a single bead --a point.
 Ten is ten beads strung together on a wire--a line.
 A hundred is 10 ten bars fastened together side by side--a square.
 A unit of thousands is 10 hundreds fastened together to form
a cube 10x10x10 --a point.
 This pattern of a point, a line, a square, repeats through the
number system.
Exercise-1:

Presentation of decimal system

Material:

Single golden bead, a ten-bar, a hundred square, a thousand cube and a dark
green table mat.
Presentation:
The teacher introduces the material to the child. Using the three period
lesson the teacher places a single bead in front of the child and tells him
that this is "1." Then she places a ten bar in front of him. In addition, tells
him that this is one ten. She do the same with hundred square and
thousand cube. During the second period, she ask the child to show her
one unit, one ten, one hundred and one thousand. Lastly, she points to
the quantity and ask him what quantity is this.
Exercise-2:

Passing nine game

Material:
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Nine unit beads, nine ten beads, nine hundred square, one thousand cube
and a mat.
Presentation:
The teacher ask the child to count the single beads and arrange them
horizontally. When he reaches nine the teacher hands him the bar of ten
and ask him to count. She tell him that this bar is, called as one ten. She
then ask him to count the bars of ten when he reaches 9 she introduces
him to the hundred square and ask him to count the tens bars. She then
tell him that we call 10 tens one hundred. Finally, she asks to count the
square of hundreds by putting them on top of each other. When he finish
counting until ten hundreds, she show him the cube of thousand. Ask him
to count the square of hundreds in the cube. When he completes she tells
him that 10 hundreds are, called one thousand. She repeats the lesson
until the child start enjoying it.
Exercise-3:

Group-counting game
Material:

9 single beads, 9 ten bars, 9 hundred square, 9 thousand cubes, a tray and
a table mat.
Presentation:
This exercise is, done in a group. The teacher put a quantity on a table
and ask the children to count them. When they answer correctly, she put
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 continue the exercise until the
children can count to 9999. She can also do the exercise in reverse order
by saying the number and asking the child to put that quantity in the try.

INTRODUCTION TO LARGE NUBER CARDS:

 Large number cards are 36 wooden cards of different sizes

and number written on them as,
 The units (1 to 9) are, printed in green on white card.
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 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.
Exercise-1:

Introduction to decimal symbols

Material:

Large number cards of 1, 10, 100, 1000 as described above.

Presentation:
The teacher introduces the numbers 1, 10, 100 and 1000 to the child by
using the cards. She uses the three period lesson by introducing the
numbers written on the cards in the first period, by asking the child to
show a particular card in the second period and by placing a card and
asking as what number is, written on it.
Exercise-2:

Complete layout of large number cards

Material:

Large number cards and a large size mat.

Presentation:

In this exercise the teacher with the help of a child, arrange 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 keep on
naming the numbers and asking the child to repeat with her so that child
learns them. She repeat this exercise until the child start enjoying it.

Exercise-3: Group gaming identifying numerals

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Material:
Large number cards and a tray.
Presentation:
This activity is, done in a group. Beginning with one hierarchy the teacher
places a number card in a tray and ask the child as “who can tell her 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
think that the children are ready. This activity can also be, played in
reverse order where the teacher ask the children to show her the desired
quantity.
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 and a tray.
Presentation:

This activity is, also done in a group. The teacher lays out the number
cards on one side and the beads material in sequence on the other side.
Using only one hierarchy, she put a quantity and ask the children to count
it. When a child count it correctly, she ask another child to put the correct
number card beside it. She repeat the activity with other quantities.
Exercise-5:
Exchanging game
Material:

Golden beads material, trays, pots and floor mat.

Presentation:
The teacher starts with single beads and ask the child to arrange the
beads horizontally, when she he reaches ten she asks him to exchange it
with a bar of ten and places it above the other bars of ten. Then stat
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counting the other single beads. She continues to exchange all the single
beads with the bar of ten until the single beads left are less than ten. She
then ask him to start building square of hundred by combining the ten
bars and exchanging them with a square of hundred until he reach a point
where the ten bars are less than 10 and so on. The same done with
thousand cube. The teacher 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 square, 1 thousand cube,

large number cards from 1 to 1000, a felt lined tray and a green felt mat.
Presentation:
The teacher ask the child to arrange the number cards. Then she start
asking the name of the number by pointing at each card and then asking
him to put the correct quantity using the beads beside it. She continues
until the whole set of number cards is laid out in the correct order along
with the corresponding quantities.
Purposes:

 Introducing decimal system and one unit, one ten, one

hundred and one thousand.
 Introducing the idea that after every nine progressions there
is a new hierarchy.
 Enabling the child to count any quantity till 9999.
 Introduction of written numeric symbols.
 Enabling the child to read and compose any quantity till 9999.
 Associating numerals to quantities.
 Familiarizing with the process of exchanging.
 Giving a bird’s eye view of the decimal system.
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Question No. 3:
Explain addition and multiplication exercises in your own
words?

ADDITION:
This is a mathematical operation, in which smaller quantities are,
summed up to make larger quantity. In a Montessori environment,
teachers uses golden beads and large number cards to teach this concept
to children. Let us evaluate exercises used to make addition simple to
learn:
Exercise-1: Addition without exchanging
In this exercise the addend are small number cards and the sum is a large
number cards.
Material:

Golden beads bank, a set of large number cards, a set of small number
cards, 3 tray, a small container and a floor mat.
Presentation:
This activity is, done in a group. The teacher write down the addends on a
slip of paper. Then arrange the numerals using small number cards in two
trays and hand each tray to two children. Then ask the children to bring
the quantities of beads according to the numbers. She then separate the
small number card of the first child and ask him to place the correct
beads quantity under the card. Then take 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 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 explains to the
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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:

Material is same as in exercise 1.

Presentation:
The teacher write down the addends on a slip of paper in such a way that
the answer must be above 9999. She ask the children to make their
number using the small number cards in their trays. Then she ask them to
bring quantity of beads according to their number. Take the small number
card of the first child, place it on the mat and place the quantity of beads
under it. Then the small number card of the second child place it under
the first number and place the quantity of beads above it. She do the
same with the tens, hundreds and thousands cards. Then she take the
first set of numbers and place it on the side of the mat, place the second
set beneath it. She ask a child to count unit beads if the answer is larger
than 10, she ask him 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 ask the
other child to add the tens, if the answer is greater than ten tens she ask
him to exchange it with hundred square. The same goes with the
hundreds. Finally, the thousands are, counted and large number card is,
placed under the equation. She then explains the equation to the
children. In addition, show them to record it on the paper.
MULTIPLICATION:
This is another very important concept of math. Multiplication refers to
as adding the same number repeatedly. This concept is, introduced to the
child when he has mastered addition.
Exercise:

Multiplication with or without exchanging

Material:
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Material used is same as used in the addition exercises.

Presentation:
This activity is, done in a group. The teacher write the quantities for each
child to be, multiplied, several time on paper slips. She make sure that the
product of those quantities do not exceed 9999 and do not involve
exchanging, for example, 1212 three times. She give the slips to every,
child and ask 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 of beads according to these
numbers. She take 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 place the small number cards on one-side. Places an addition sign
and a paper strip under them. She ask the children to add the number
making sure that units, tens, hundreds and thousands stay in their
hierarchy. She invite the child to count the beads beginning with units,
then bar of tens, then square of hundreds and then the cube of
thousands. If exchanging is involved same concept as shown in the
addition with exchange exercise, is applied. At the end of the exercise the
teacher explains that 1212 three times is 3636 that is, if a same quantity
is, added repeatedly, known as multiplication.

Question No.4
Explain how would you give the concepts of subtraction and
division?

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:
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Subtraction without exchanging

Material:

Material is same as used in addition exercises.

Presentation:
This is a group presentation. The teacher writes the minuend and the
subtrahend on two separate paper slips. She gives the minuend to the
children and ask 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 slip, 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 tray. She place the subtrahend number cards under the minuend,
places a ruler underneath, introduces the subtraction sign and places it
beside the number cards. She start 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 and get our
answer.
Exercise-2:

Subtracting with exchanging

Material:

Material is same.
Presentation:
Material is, arranged in the same way as in the above exercise. The
teacher write the minuend and subtrahend on two slips, that is, 5832-
4543. Minuend slip is, given to one child, small number cards are build
and beads are, placed with the numbers.
Subtrahend number slip is, given to the other child and number cards are
build. The teacher ask the second child to take away the beads quantity
equivalent to the subtrahend from the minuend beads. The child will
realize that the subtrahend unit number is larger than minuend. The
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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 goes with
tens, where available beads are two, as being, already exchanged while
he need four. The teacher will again suggest exchanging ten bars of ten
with a square of hundred where he will be, left with twelve from which he
will take way 4 and so on. Finally, all the beads are, counted and children
places the corresponding number card as answers.
DIVISION:
Division is spitting 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.
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 and a floor mat.
Presentation:
It is a group exercise. The teacher take 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 write a dividend on a paper slip e.g. 4862, hand it over to a
child, ask him 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:
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Division without exchanging

Material:

Material is same as used above.

Presentation:
The teacher invite two children for the exercise think of a dividend and a
divisor, so that the sum involve exchanging. e.g. 5672 ÷ 2. She write the
dividend on a paper slip, give it to the child, ask him to build the number
using large number cards and bring the beads quantity. She place 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 start the division from thousand cubes; give two cubes to
each child making the children realize that one thousand is left. She ask
them what shall they do. In addition, wait for their reply. Occasionally 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 ask 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:

Material is same as used above.

Presentation:
The teacher thinks of a division sum that will leave a remainder, e.g. 457 ÷
3. She write 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. Each child gets 5 bars of ten. Finally, she start
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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 ask each child to build their
amounts using small number cards. Each has 152. She take 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 teacher can reinforce the terms,
dividend, divisor, quotient and remainder.

Question No. 5:
What are teens and tens boards? Explain their purpose and usage.
Before using the teens and tens boards, the teacher has to familiarize the
child with the colored beads bars. They are bars from single bead to nine
beads. Each bar has different color beads. The teacher demonstrate
exercises relating bead bars so that they prepare for the board exercises
and count from 11 to 19.
TEENS 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 are used in this exercise.

Presentation:
The teacher place the boards on the mat and ask the child as what
number is, written on the board. When the child answer correctly, she
slide card of one and hide the zero. Using the three period lesson, she
first name the number, repeating it several times by slide the number one
in and out. She do the same with twelve and thirteen. In the second
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period, she ask the child to show her eleven, twelve and thirteen one by
one. Finally in the third period, pointing to the numbers she ask the child
as what number is this. After practicing from 11 to thirteen she introduce
the other three numbers until they reach number nineteen.
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 i-e, one to nine and a floor mat.
Presentation:
The teacher arrange the boards and the colored beads bars on the floor
mat. She put a bar of ten beside the board and places a one colored bead
on its right side, ask 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. She repeat this exercise until they reach nineteen.
Exercise-3:

Learning the names 10 to 90

Material:

45 ten bars and a felt mat.

Presentation:

The teacher take a bar of ten, ask the child what it is and put it aside.
Then place two ten bars, ask the child what it is, he will say two ten bars
and the teacher will tell him that two ten bars are, called twenty. She
repeat it several time. Using the three period lesson, in the first period
teacher introduce ten, twenty and thirty to the child, in second period she
ask the child to show her these quantities and in the third period she
point to the quantity and ask him what this is. She do this activity until
they reaches 90.
TENS BOARDS:
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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 are required.

Presentation:
By using three period lesson, the teacher chooses first 3 numbers i-e,
10, 20 and 30. In the first period teacher points to the number and tell
the child that these are 10, 20 and 30. Repeat it several times. In the
second period, she ask the child to show her 10, then 20 and then thirty.
In the third period, she point to the numbers one by one and ask him
what this is. She repeat the exercise for all the numbers.
Exercise-2:

Quantities and numerals 10 to 90

Material:

Tens boards, 45 bars of ten and floor mat.

Presentation:
The teacher arranges the boards on the floor mat. She place a bar of ten
beside the number ten, ask the child to count the beads and say the
number. Then she places two ten bars beside the number twenty, ask the
child to count them and tell him that this is twenty. She keep on doing the
exercise until the child recognize and count the numbers to ninety.
Exercise-3:

Associating quantities and numerals- 11 to 99

Material:
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Nine bars of ten, colored bead bars, tens boards, cards 1-9 which can fir in
the tens boards and floor mat.
Presentation:

The teacher arrange the material on the floor mat. She take number one card
and slide it on the zero beside one. She tell the child that one and one make
eleven. She also places a bar of ten and a colored bead beside 11 and ask the
child to count them. Then she build the number twelve using the bead bars,
ask the child to count them and slide the two number card beside two over the
zero. Tell the child that two and two makes twenty-two. She ask 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.