NAME; RAHILA RASHID ROLL NO; 9793

QUESTION ;01

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.
ANS;

“Thi
s system in which a child is constantly moving objects with his hands and actively exercising his
senses, also takes into account a child’s special aptitude for mathematics. When they leave the
material, the children very easily reach the point where they wish to write out the operation.
They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous
inclination for mental calculations” (Dr. Maria Montessori)

Montessori approach is quite different and one of the easiest ways to teaching the concept of
numbers to the children in the early years of life. In Montessori education, they provide many
appropriate ways to the children for exploring the world of mathematics. The math journey
commences in the child’s life with concrete experiences and then leads the child towards
abstractions. The opportunities of learning and teaching the mathematics are found very easily
from the daily life of the child. It is said that the child’s brain is like a sponge, he greedily absorbs
all what is shown and taught to him.

It would be very surprising to know that the child starts learning mathematics from the very
early age of his life, even though from the age of toddler. Teaching the Mathematics to the child
in the early years of life is not taken as a daunting task in the Montessori Education. The basic
and chief task of teaching to the child through Montessori education is to make the concept very
clear and comprehensible.

In Montessori education numbers are taught in the various ways so that the children may learn
them with perfection because the perfection in the child’s life, was the basic motive of Maria
Montessori . We should make mathematics as a part of everyday activity for the children.
Learning can be a great fun for the children if taught playfully. It has been widely observed and
understood that children can learn faster and quickly when visual teaching practices are used.
There are countless activities which can make the math as a fun for not only toddlers but also
kids (4 to 6 years old)

It is scientifically proved that the little children are naturally attracted to the science of numbers.
Mathematics, like language, is the product of the human intellect. It can be clearly said that
human beings have a mathematical mind. Montessori took this idea, that the human has a
mathematical mind, from the French philosopher Pascal. Children mind is always ready to
estimate the quantity of the things, similarity, difference, patterns, to make order, sequence in
things and to control error in everyday life.

Indirect Preparation of Number

Understanding of numbers develops through experiences with concrete objects, which are used
in EPL Exercises because it contributes effectively in the development of mathematical mind. EPL
are the everyday household activities. The child is naturally attracted to these activities as these
experiences are essential part for full development and self dependence. By taking the
participation in these activities, the child becomes a responsible and helping member of the
society who can deal with the problems of everyday living. Along with it, at the unconscious
level, practicing these activities forms the essential patterns in the nervous system that leads to
the conceptual development of “order”, “concentration”, “coordination”, and “independence”,
which are all crucial elements of mathematical mindset. These skills are learned by the child
through EPL, without even knowing.

Order is one of the basic elements for math, as we cannot do any mathematics task without the
capacity of sequencing and ordering. Similarly, ability to the concentration on a task is also
essential for math as it helps develop logical thinking and problem solving. EPL also gives
children good eye-coordination and controlled movements, which are required to do work
effectively with the math materials present in a Montessori classroom and at home.

There are different ways and materials of teaching numbers to the kids in Montessori,

The Number Rods (The Red Rods)

Sandpaper Numbers

The Spindle Boxes

Number Cards and Counters

Memory Game

Actions Game

Number Poems and Rhymes

It is understood that the strong math skills will make the children more successful and confident
in the life. A positive attitude is used in teaching the math that shows a strong love for math in
children behavior. By using mathematical concepts on a regular basis in daily life, we can make
the children mind sharp and extraordinary. Learning to use the concrete way, will certainly aid
the child in solving math problems faster and easier.

Whenever, the child finds difficulty in understanding a new concept in learning, encourage
him/her, and explain whenever is needed. The goal is not to memorize by rote, but make the
understanding clear the basics concepts of the math. If the child grasps quickly and answers
questions correctly, appreciate the efforts. If you feel the child is getting bored, stop teaching the
same thing. Change the subject and teach another thing in relax and happy mood, do not stress
the child in learning the same thing. Continuing the same thing even after the child has lost
interest will not work; it will turn the child away from developing the sense of interest towards
mathematics.

Arithmetic of Variables (Group 1)

The Number Rods, Sand Paper Cyphers and Number Rods and Cards form the first half of the
Maths Materials for Group 1, in which the ‘Addition of Variables’ takes place

The Number Rods

The Number Rods are similar to the Red Rods, only here they are rendered countable by blue
stripes, so that each rod is clearly a multiple of the first rod, (the unit), each section of the
subsequent number rods is equal in length to the first one. These rods materialise the quantities
of the numbers from 1-10. Through the Number Rods ‘quantities’ can be seen as an unbroken
multiple of a unit in which quantities are measured in terms of a unit; the ‘Arithmetic of
Variables’. After completing these first activities of Group 1 the child is given quantities
according to the ‘Arithmetic of Groups’, quantities formed by loose identical units (Spindles and
Counters).

The advantages of using Number Rods to initially represent quantity are;

.Past experience with the Red Rods helps the child to use the Number Rods, sensorially
appreciating the difference between them

.The child’s intelligence accepts, understands and associates different names with the differences
she can see between the Rods.

.Each Rod differs by the same increment, which is equal to the first in the series (the unit)

.The Rods show the position of the succession of numbers 1 to 10

.They show the close relationship between Ordinal and Cardinal numbers

Material Description:
.Ten wooden rods, identical to the Red Rods, graded in length form 10 cms to 1 metre, each rod
is coloured in alternate red and blue 10 cm long partitions. The first rod and the first partition in
each succeeding rod is red

.Working Mat

Presentation:

..Invite the child, introduce the material and help her to bring the rods to a
Working Mat, place them in sequence – pointing out that the red partition goes
on the left

.Isolate the shortest three rods and give there names in a Three Period Lesson

First Period

.Begin with the 10 cm rod, touching it and saying, “This is one”

..Then take the 20 cm rod, touching each partition and saying, “This is two”

.Then take the 30 cm rod, touching each partition and saying, “This is three”

Second Period

.Mix up the rods and give various commands including asking the child to count
the partitions. Continue to mix and give directions until the child can recognise
them with ease

Third Period

.Take any rod and ask the child to name, saying, “what is this?”, mixing frequently

Note

.The other Number Rods are introduced in the same way, first check her
understanding of rods introduced earlier and mix these in during the second
period

Exercises:

.The rods are placed randomly on the mat, the director asks for a particular one
and the child brings it. The child is asked to verify by touching each partition

.The rods are placed randomly on the mat, the directress picks a particular one
and the child names it. The child is asked to verify by touching each partition

Criteria of Perfection (Control of Error):

.The partitions guide the child

Direct Aim:

.To teach the names 1 to 10 with the corresponding quantity

.To show that each number from 1 to 10 is a separate object

.To help the child memorise the sequence of numbers 1-10

Age at Presentation:

Four years onwards

Footnote

.Even if the child immediately recognises and names the rod it is still necessary
to verify by touching and counting to fix the sequence of numbers.

The Sand Paper Cyphers

With the help of the Director, the children already know the names of the
numbers 1-10 and associate them with their quantities and sequence, having
worked with the Number Rods. The Cyphers are symbols for the quantities and
different from the Sand Paper Letters (which the child will have already used)
because they represent not just a sound, but a whole idea

Material Description:

The Numbers 1 to 9 and 0, cut rom sandpaper and mounted on separate boards.

Note

.It is important to check the child’s knowledge of the Number Rods before
proceeding
.Do not introduce the 0 at this stage

Presentation:

.Ask the child to sensitise her fingers and select a group of three Sand Paper
Cyphers in any order

.Invite the child, introduce the material and bring it to a chowki

.Trace each numeral with two fingers as with the Sand Paper Letters

.Give there names in a Three Period Lesson, asking the child to trace and name
the Cypher

Games:

Two children can be show how to play these games together

.Show a Cypher, ask the child to name it and trace it

.Lay the Cyphers on a mat, say a number and ask one child to go to the mat, find
it and return with it and trace it.

Criteria of Perfection (Control of Error):

.The Director and the Sand Paper which guides the child’s fingertips

Direct Aim:

.To teach the written symbol or the quantities 1 to 10 which the child has learnt
with the Number Rods

.To give the child a key to the World of Number

.Preparation for the writing of numerals

Age at Presentation:

Four years, after the Number Rods

The Number Rods and Cards

Material Description:

.Number Rods

.Set of wooden or cardboard cards on which are printed the numbers 1 to 10

.Working Mat
Presentation:

..Invite the child, introduce the material and help her bring it to a Working Mat,
placing the Number Rods at random

.Ask the child to collect the Cards and name them, while placing them randomly
on the mat

.Introduce the child to the card with the symbol for ten (ensure that the child is
familiar with this before proceeding)

.Ask the child to find the ‘rod of ten’ and place the card on the last partition

.Show the child another card, at random and ask her to find it’s pair

.Continue to do this till all the rods are labeled

Exercises:

.Exercise 1 – as above

.Exercise 2 – the Two Mat Game – the Directress shows a card and the child
brings the rod

.Exercise 3 – the Two Mat Game – the Directress points to a rod and the child
brings the card

.Exercise 4 – Rods in Sequence

.Arrange the rods as for the Red Rods

Place the cards randomly on a floor mat, point to any rod in the series and the
child counts the partitions and places the card on the last partition

.Ask the child to read the numbers in ascending and descending sequence

Criteria of Perfection (Control of Error):

The child counts the number of partitions

Direct Aim:

.To associate the written symbol with the corresponding quantity

.To introduce the sequence of the symbols

Age at Presentation:
Four to four and a half years, after the Sand Paper Numerals

Footnote

.This introduces the symbol for ’10’ and is the first time the child sees the role of ‘0’ to
symbolise ’10’

Special Exercises:

These special exercises are done after the Card and Counters

Impressions of putting together (addition)

1 Ask the child to build the Number Rods in sequence in the middle of a Working Mat
and to place the cards on the last partition of each rod

2 Ask the child to move the ‘rod of ten’ to the top of the mat

3 Ask her to put the ‘rod of nine’ below it and then say, “Lets make the ‘rod of nine’ an
long as the ‘rod of ten’

4 The child places the ‘rod of one’ adjacent to the ‘rod of nine’ and puts their cards in
place

5 Continue until the ‘rods of six and four’ have been placed

6 Move the ‘rod of five’ beneath the ‘rod of six’ and ask the child where we can get a rod
to complete the length – possibly flip the ‘rod of five’, another ‘rod of five’ from a
different set or use the corresponding Red Rod to give the impression that the ‘rod of
five’ twice is equal to the ‘rod of ten’

7 The same activity can be done with totals of the ‘rod of nine’ etc.

Variations:

The child can later make any total using three or more rods

Impressions of taking away (subtraction)

1 Build the Number Rods and cards to the place where impressions of addition was
completed, with the ‘rod of five’ in it’s original place, below the ‘rod of six and four’

2 Remove the ‘rod of four’ and the child sees that the ‘rod of six’ remains

3 Continue nil the rods are in their original Red Rod position
Direct Aim:

.To associate the written symbol with the corresponding quantity

.To introduce the sequence of the symbols

Indirect Aim:

.The building of tens is an indirect preparation for addition while the removal of rods
gives a fleeting impression of subtraction

.The flipping of the ‘rod of five’ gives a fleeting impression of multiplication and division

‘Arithmetic of Groups’

The Spindle Boxes, where the symbols are fixed and Cards and Counters and Memory
Game , where loose quantities are associated with loose symbols form the second half
of the Maths Materials for Group 1, in which the ‘Arithmetic of Groups’ takes place

The Spindle Boxes

The Spindle Boxes are presented after the child has had sufficient experience with the
‘Arithmetic of Variable’ an is mentally prepared for the abstraction required for the
‘Arithmetic of Groups’

Material Description:

.Two boxes, each exactly the same, divided into five compartments or one box divided
into ten compartments. At the interior back of each compartment is a painted symbol of
the numbers 0 to 9

.45 spindles in a basket or box

.Eight green coloured ribbons or bands

.Sand Paper Cypher for 0

.Working Mat

Note

The Spindle Boxes should be displayed empty

Presentation:

.Invite the child, introduce the material and help her to bring the Spindles and Spindle
Boxes to a Working Mat

.Point to the symbols and ask the child to identify them

.Skipping zero, take one spindle with your right hand, place it in your left and aloud
count “one”, place it in the corresponding compartment

.Then take two spindles, one at a time, counting them in her hand and then puts them
on the mat and places a green band around them before putting them in the
compartment. (This shows they have been grouped together counting them on to the
mat in front of you and then transfer them as a group into the corresponding
compartment).

.Continue up till nine

.Point to 0 and explain to the child, “zero means not anything”

.Show the Sand Paper Cypher for 0 and ask the child to trace it and associate it with the
symbol on the first compartment

Criteria of Perfection (Control of Error):

.The number of spindles

Direct Aim:

.While the Number Rods were each a quantity in themselves, the spindles show a
number which is composed of separate objects

.The concept of zero is introduced as representing no quantity when the first

compartment is left empty
Indirect Aim:

.Indirect preparation for the fact that there are no other symbols but 0 to 9 in the
decimal system

Age at Presentation:

Four to four and a half years, after number rod and cards

Footnote

.The child may participate in the presentation after compartment 5

.Alternatively the child places the spindles directly into the boxes and completes the
activity, later she removes the contents from one compartment at a time, counting them
aloud and places the band around them before replacing them in the compartment to
show they have been grouped together The child removes the contents from one
compartment at a time, counting them aloud and places the band around them before
replacing them in the compartment to show they have been grouped together.

Games to reinforce the concept of Zero

With either one child or a small group ask children to perform actions a number of
times, when you ask for zero times pause expectantly and see if the child can explain
why she hasn’t performed an action

Cards and Counters

Material Description:

.Small Number Cards 1 to 10

.55 identical counters in a box

Presentation:

.Invite the child, introduce the material and help her to bring the Cards and Counters to
a Working Mat

.Place the Number Cards at random on the Working Mat

.Ask the child to place them in sequence horizontally leaving a gap between them the
width of her palm

.Place the correct number of counters in pairs under each symbol if the number is odd
put the remaining counter centrally beneath the last pair

Note

When the child understands how to arrange the counters let her take over

Exercise:

.As above

.Much later build the sequence and run your index finger from the base of the Card
between the counters, saying the name of the numeral, stopping abruptly at the
blocking counter if the number is odd, or continuing, lengthening the word if the
number is even

Criteria of Perfection (Control of Error):

.The number of counters

Direct Aim:

.To reinforce the knowledge that each number is made up of separate quantities

.To verify whether the child has mastered;

.the sequence of numbers

.how many separate units form each number

Indirect Aim:

.To sensorially indicate the odd and even numbers

.To give a visual impression of odd and even

.Indirect preparation for the divisibility of numbers as well as multiples and sub-
multiples (e.g. even numbers divide by two)

Age at Presentation:

Five and a half years, after the Spindle Boxes

Footnote:

Give the words “odd” and “even” only after the decimal system has been presented

Memory Game of Numbers

Can be played with up to ten children, if less children, use less cards but ensure that 0 is
always in circulation

Material Description:

.Folded Cards, with a number from 0 to 10 written

.A basket for these cards

.55 identical counters

.A mat or chowki for each child

Presentation:

.With a group of children take the cards and explain the game

.Each child chooses a card, reads the number silently, memorises it, refolds it and puts it
on her mat or chowki

.One at a time each child is asked to collect the amount of counters corresponding to the
number on her card
.The child with zero will not move however much the Director entices her

.When all of the children have their objects they count them to verify to themselves and
the Director hat they have understood

Variation:

.Later an older child can take the place of the Director

.Later use objects other than the counters

Criteria of Perfection (Control of Error):

.The Director

Direct Aim:

.To train the child’s memory to keep the numerical symbol in her mind

.To relate the understanding of quantities 0 to 10 to any object in the environment

Age at Presentation:

Around four and a half years,

Footnote:

This exercise also develops character and will as the children have to restrain themselves
from taking more than their card allows, especially difficult for the child with zero,
inhibiting their actions.