SUNDUS FARASAT

ROLL NO. D14898

 SUNDUS FARASAT
ROLL NO. D14898

ASSIGNMENT MODULE 5

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 WORDS.
MONTESSORI METHODS FOR TEACHING NUMBERS 0 TO 10
Montessori mathematical exercises introduce the child
to count the numerals from 0 to 10 through concrete
experiences. The child builds the basic concept from 1
to 10 and recognize the relationships between quantity
and numerals.
1. THE NUMBER RODS
The number rods are ten wooden rods from 1 decimeter to 10
decimeters in length. Each decimeter has either blue or red
color alternatively. The first decimeter of all number rods is
red. So 1 decimeter rod is only of red color and 2 decimeter rod
has blue and red color and so on. These rods are equal in
dimensions to the red rods.
EXERCISE 1
INTODUCTORY EXERCISE
 Set on the floor mat and bring the rods to the workplace.
 Place the rods horizontally with red ends on the left.
 Introduce the number rods by saying” these are number rods”.
 Beginning with the rod of one, arrange the rods in the order
of length with red ends on the left lined up evenly.
 Allow the child to take over at any stage.
EXERCISE 2
LEARNING TO COUNT FROM 1 TO 10
FIRST PERIOD
 Bring the first rod near to the child and say This is one
several times.
 Bring the second rod to the child and say this is 2 by
touching red and blue parts of the rod.
 Repeat a few times.
 Then ring the rod of three and repeat the above steps.
SECOND PERIOD
 Ask the child to show the rod of one. The child will show the
rod of one if not repeat the period 1.
 Then ask for the rod of two and three.
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 Extend the second period till you are sure the child is ready
to move on to periods 3.
THIRD PERIOD
 Point out any rod and ask what is this? And wait for the
answer by child.
 Also ask the child to count segments of the rod.
 On succeeding days add one or more rods until the child can
count all the rods.
 The rods are left on the shelf for the child to count whenever
he likes.
2. SANDPAPER NUMBERS
MATERIAL
Ten green wooden or acrylic cards containing finest grade
sandpaper numerals from 0 to 9.the numbers are cut out in a way
similar to the format of the numbers school follows. Number 0
can be introduced after spindle boxes exercise.
PRESENTATION
 Sensitize your and the child’s fingers.
 Move the material to the table and take out first three cards
that are 1,2,3.
 By using three period lesson, bring the numeral “1” in front
of you and child.
 Gently trace the numeral with the index and middle fingers of
your dominant hand in the way of writing, along saying one …
this is one.
 Ask the child to do same and then bring the numeral 2 and so
on.
 Then in 2nd period place numeral 1 2 3 in front of the child
from left to right and ask show me one, two, three.
 When the child shows ask him to trace once
 Change the places of the numerals and ask the same question.
 Repeat till you are sure that child can associate the numeral
and their names otherwise extend as per require.
 In period 3 place all the numerals in front of the child and
ask what is this? By pointing numeral.
 When child it correct, ask him to trace.
 repeat with all numerals
 ask the child to put them back saying today we learned to
write the numbers 1, 2 and 3.
 Add more numbers in the already learned numbers on subsequent
days.
 Leave the box in the shelf and tell the child feel free to
work with tem anytime.
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3. NUMBER RODS AND NUMERALS

The number rods and a set of 10 white cards with the numerals 1
to 10 in black or red are required for this exercise. In this
exercise, child labels the rod by counting the segments of the
rod. Placing the rods and numerals random can practice the child
to label the numerals with the corresponding segments. Even ask
the child to build stairs. Every time when child label the
number rod show him say along “this is how we write 1”. Reverse
counting can also present to the child by number rods and
numerals.
4. THE SPINDLE BOXES
The spindle box is a wooden box having 10 compartment, each
labeled with the numerals from 0 to 9 and 45 wooden or plastic
spindles. The numeral “0”is introduced to the child in the
spindle box.
EXERCISE
 Bring the material with the help of child to the workplace.
 Point each compartment and ask the child “what number is this?
 Pick up one spindle with the right hand and put it on the palm
of the left hand, along saying one and place it in the
compartment labeled 1.
 Do same with 2 spindles along saying 1, 2 and place them in
compartment labeled 2.
 Continue in the same way until all the spindles place in each
of the compartments.
 After this, introduce the numeral zero by point the 0
compartment and tell the child “this is zero”, which means
nothing as compartment 0 is empty.
 Also show the child the numeral 0 from sandpaper and ask him
to trace.
 Once the child understands the exercise, he can work
independently and do the exercise as long as he likes.
5. NUMBER CARDS AND COUNTERS
Number cards are the number cards from 1 to 10 in red in white
cards. Counters are coin like of the same size and color.
Counters are 55 in number. The concept of the even and odd
numbers is introduced through the counters.
EXERCISE
 Lay all the number cards in the mixed order. find the number 1
and place it on the extreme left of the table.
 Then find 10 and place it on the extreme right of the table.
 Ask the child to arrange the rest number between 1 and 10.
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 Point to the card 2 and say 2, then place 2 counters below

card2 horizontally, leaving some space between them while
counting the counters.
 Then place 3 counters under the number 3 in aa way the third
counter is slightly below the two counters in the middle.
 Continue to arrange the counters in the same way till the
number 10.
 Allow the child to take over at any stage.
 When arrangement of the counters is done, cross the index
finger at the base of each number card in the middle and slide
down. If it is hit by a counter say odd and if the finger
passes through without hitting any counter say even.
 With the help of three period lesson, introduce the odd and
even numbers to the child.
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2.WHAT DO YOU KNOW AOUT THE DECIMAL SYSTEM? HOW WOULD

YOU ENABLE CHILDREN TO COUNT ANY QUANTITY AND IDENTIFY
NUMERALS TILL 9999?

DECIMAL SYSTEM
The child is introduced to the hierarchies of the decimal system
and how the system functions when he has full understanding of
numbers till 10. Then the four operations of arithmetic i.e.
addition, subtraction, multiplication and division are
introduced to the child.
GOLD BEADS APPARATUS
In Montessori education, decimal system teaches through
Montessori golden bead apparatus. It is made of golden beads of
the same size. The material contains units, tens, hundreds and
thousands.
 A POINT
A unit is a single bead.
 A LINE
Ten beads together in a wire.
 A SQUARE
Ten lines fastened together side by side.
 A CUBE
10 squares fastened together to form a cube.
This pattern of a point, a line, a square and a cube repeats
trough the number system. When the child has thorough
understanding of the numbers from 1 to 10 then he can be
introduced to the numbers beyond 10 using the Montessori golden
bead apparatus.
COUNTING AND IDENTIFICAION OF NUMERALS
Following are the exercises and materials enable the children to
count any quantity and identify numerals till 9999. Large number
cards are required to present the following exercises. They are
36 white plastic or wooden cards of varying sizes with numeral
written on them.
 The units 1 to 9 are printed in green.
 The tens 10 to 90 are printed in blue
 The hundreds 100 to 900 are printed in red.
 The units of thousands 1000 to 9000 are printed in green.
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.
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GROUP GAME IDENTIFYING NUMERALS

MATERIAL
 Complete set of large number cards
 A tray (approx. 10 inches by 18 inches)

EXERCISE
 Ask few children (whose already aware of decimal system and
large number cards) to bring materials on the workplace.
 Lay out complete set of large number cards in a way first row
has 1 to 9, next row has 10 to 90, third row 100 to 900 n last
row has 1000 to 9000.
 Begin with only one hierarchy until the children are doing the
work easily.
 Put a number on the tray e.g., put 400 card on the tray and
ask, “who can tell me how is this?”
 When the child tells correct, place it back.
 Put another number and ask another child to tell.
 Announce the name of children if he does not participate.
 This exercise can also play in reverse order like say number
and ask a child to put the corresponding number card in the
tray.
 When children easily read one hierarchy then move to more than
two hierarchies for example put 7000 card first and then put
700 on top of it in the tray and ask a child to read it.
 Practice this exercise with more than one hierarchy in reverse
order.
 Continue the exercise till the children can read and compose
number till 9999.

GROUP GAME MATCHING NUBERS AND QUANTITIES

MATERIAL
 A set of large number cards
 9 Golden bead units
 9 ten bars
 9 hundred squares
 9 thousand cubes
 A tray
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EXERCISE
 Ask the children to bring the materials to the workplace.
 Arrange large number cards on one table in right order and
place the golden bead material on other table.
 Put a quantity on the tray e.g., 3 hundred squares and ask the
children “who will count how much it is?”
 When a child has counted it correctly, ask who would like to
go and put the numeral “300” with the quantity.
 When a child has placed the correct numeral with the quantity,
return both quantities and numeral back to their places.
 Continue to ring quantities in the tray and ask children to
bring the corresponding numerals in the same way.
 Play the game in the reverse order. put a number in the tray
and ask the child to bring quantities corresponding in the
tray e.g., put numeral 4000 in tray and child will bring 4
cubes.
 When child easily associate quantities and numerals from one
hierarchy, use quantities and numerals from more than two
hierarchies.
 Continue the exercise till the children can associate any
quantity and the respective numerals till 9999.

NOTE:
 Make sure the number never goes higher than 9999 at any stage.
 Complete work cycle is to be observed.
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3. EXPLAIN ADDITION AND MULTIPLICATION EXERCISES

IN YOUR OWN WORDS?
ADDITION
Addition is a mathematical operation in which smaller quantities
(addends)are put together to make a larger quantity (the sum).

ADDITION WITHOUT EXCHANGING

MATERIALS
 Golden beads set
 1 set of large number cards
 3 sets of small number cards
 3 trays and small container for carrying units
 A floor mat

PRESENTATION
 Invite few children to take materials from shelf to workplace.
 Arrange the golden beads material, large and small number
cards in a proper sequence on the floor mat.
 Write quantity on a separate slip of paper e.g., 1234 + 5665.
 Hand over each slip to a child and ask him to build his number
with small number cards.
 Then ask each child to bring the quantity of beads according
to their numbers.
 Take out the small number cards of the children and place them
on the mat.
 Then ask the children to bring golden beads material and place
them under the numbers correctly.
 Now take both set of numbers 1234 and 5665 and place aside.
 Introduce the addition sign “+” drawn on a square piece of
cardboard and place beside the equation.
 Place a ruler or a strip of paper under the numbers.
 Put both sets of bead material together.
 Then ask the child to count the units, tens, hundreds,
thousands beads and place the numbers from large number cards.
 Tell the children we started from 1234 we added 5665 and our
answer is 6899.
 At the end show the children how to record the answer.
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1000 100 10 1

1 2 3 4

5 6 6 5

6 8 9 9

ADDITION WITH EXCHANGING

MATERIALS
 Golden beads set
 1 set of large number cards
 3 sets of small number cards
 3 trays and small container for carrying units
 A floor mat

PRESENTATION
 Invite few children to take materials from shelf to workplace.
 Arrange the golden beads material, large and small number
cards in a proper sequence on the floor mat.
 Write quantity on a separate slip of paper e.g., 1234 + 2345 +
3456, the sum of them is not more than 9999.
 Hand over each slip to a child and ask him to build his number
with small number cards.
 Then ask each child to bring the quantity of beads according
to their numbers.
 Take out the small number cards of the children and place them
on the mat.
 Then ask the children to bring golden beads material and place
them under the numbers correctly.
 Now take all set of numbers and place aside.
 Introduce the addition sign “+” drawn on a square piece of
cardboard and place beside the equation.
 Place a ruler or a strip of paper under the numbers.
 Put three of sets of bead materials together.
 Then ask the child to count the units, tens, hundreds,
thousands beads.
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 He can exchange the 1 units with ten bar and place above the
ten bars column.
 Proceed counting ten bars, ten tens can replace with square.
 When the child reaches ten hundred, he should change them with
a cube.
 Tell the children we started from 1234, we added 2345 and
3456. Our answer is 7035.
 At the end show the children how to record the answer.

1000 100 10 1

1 2 3 4

2 3 4 5

3 4 5 6

7 0 3 5

MULTIPLICATION
Multiplication is the addition of the same number again and
again.

MULTIPLICATION WITH OR WITHOUT EXCHANGING

MATERIALS
 Golden beads set
 1 set of large number cards
 3 sets of small number cards
 3 trays and small container for carrying units
 A floor mat

PRESENTATION
 Invite few children and lay out all the material on the floor
mat.
 Think of a quantity to be multiplied and write on slips of
paper as many times as you want to multiply that number
e.g.,1111.
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 Give one slip to each child and ask them to build their number
with small number cards and bead bank.
 If child build correct quantities with small number cards and
beads bank, place out the small number cards on the mat.
 Then ask the children to put bead material under the numbers
correctly.
 Place the small number cards aside, addition “+”and ruler
underneath to make equation.
 The material is then added into each other.
 Invite one of the children to count beads beginning with
units. When units are added together, the children can
exchange the units with ten bar and ten bar is placed on the
top of the ten column.
 Proceed with ten bars, hundreds and thousands same like units.
 Tell the children,1111 three times is equal to 3333.so when we
add the same number over and over again, this is called
multiplication.
 At the end, show the children how to record the answer.
1000 100 10 1

1 1 1 1

3 3 3 3

NOTE
 Complete work cycle is to be observed.
 The quantity should be so selected that the sum of their
product does not exceed 9999.
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4. EXPLAIN HOW WOULD YOU GIVE THE CONCEPTS OF

SUBTRACTION AND DIVISION?
SUBTRACTION
Subtraction means taking away smaller quantities (subtrahends)
from a larger quantity (minuend). Larger number cards are used
to represent minuend. Small number cards are used for the
subtrahend and the answer.

CONCEPTS OF SUBTRACTION
I. WITHOUT EXCHAHGING
The concept for subtraction without exchanging is given by the
following example,4755-3654, where 4755 is the minuend and
3654 is the subtrahends.4755 is represented by large number
card and the bead set that are 4 cubes,7 square, 5 lines and 5
points. Then 3654 is represented by small number cards and
take out 3 cubes,6 squares, 5 lines and 4 points. The
remaining bead material is the difference which is 1 cube,1
square, 0 line and 1 point. The difference is also represented
by small number cards. you can also say that you subtracted a
smaller number from a bigger number and we are left with a
smaller number.

1000 100 10 1

4 7 5 5

3 6 5 4

1 1 0 1

II. WITH EXCHANGING

The concept for subtraction with exchanging is given by the
following example,4755 - 3888, where 4755 is the minuend and
3888 is the subtrahends.4755 is represented by large number card
and the bead set that are 4 cubes,7 square, 5 lines and 5
points. Then 3888 is represented by small number cards and take
out 3 cubes,8 squares, 8 lines and 8 points. The remaining bead
material is the difference starting from units which are
required 8 units but there are only 5 units available. At this
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point one ten line is exchanged by ten units beads.so now there
are 15 units are available. From which take way 8 units. Same
goes with tens. Exchange one hundred square with ten lines. This
will make 14 line from which remove 8 lines, the remaining 6
lines are left. Once again exchange a cube for 10 squares, now
there are 16 squares, take out 8 square.8 is the difference. The
difference is also represented by small number cards. you can
also say that you subtracted a smaller number from a bigger
number and we are left with a smaller number.
1000 100 10 1
4 7 5 5
3 8 8 8
8 6 7

DIVISION
The exercise of separating quantity into parts is known as
division. The quantity to be divided is known as dividend. The

CONCEPTS OF DIVISION
I. WITHOUT EXCHANGING
For the concept of without exchanging division, following
example will be considered that is 4266.this quantity will be
divided into two.4266 is 4 cubes, 2 squares, 6 lines and 6
points. Divide this bead material into two trays which is 2
cubes, 1 square, 3 lines and 3 points.so the quantity will be
2133.
1000 100 10 1

2 1 3 3

4 2 6 6
2
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II. WITH EXCHANGING

The concept for division with exchanging is given with the
following quantity e.g., 7654. This quantity is divided into two
halves. Arrange this quantity 7654 with bead materials that is 7
cubes,6 squares,5 lines and 4 points. Begin to place cubes into
two trays that is 3 cubes but one is left. Change this remaining
cube into 10 squares. This will give 16 squares which can
divided into 8 for each tray. Repeat same for lines and points.2
lines and 7 points for each tray. So now each tray has 3827
quantity bead materials.7654 is divided by 2 to get 3827.

III. REMAINDER
Division with remainder is given by the following example that
is 457 that is 4 squares, 5 lines and 7 points. This beads
materials are divided into three trays. Begin with squares,
place one square in each tray but 1 square is left. This 1
square is exchanged with 10 lines so now there are 15 lines. The
15 lines is divided into 3 trays that is all three trays has 5
lines. Now there are 7 points, they are divided into three
trays, so each tray has 2 points but one is left. This one unit
is known as remainder.so 457 is divided into 3 to get 152 and 1
as a remainder.

NOTE
 Complete work cycle is to be observed.
 The quantity should be so selected that the sum of their
product does not exceed 9999.
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5.WHAT ARE TEENS AND TEN BOARDS? EXPLAIN THEIR

PURPOSE AND USAGE.
TEENS BOARDS
They are also known as Seguin Boards, were originally designed
by Dr. Edouard Seguin. They are a set of two boards. Board A has
numeral “10” printed five times on it and corresponding sliding
panels. Board B has number 10 printed four times on it between
its sliding panels. Cards 1 to 9 of the appropriate size to
slide on the boards.

PURPOSE
 To learn to identify numerals from 11 to 19.
 To associate 11 to 19 quantities with the numerals.

USAGE
IDENTIFYING NUMERALS 11 TO 90
 Teens boards
 Cards

EXERCISE
 Bring the material to the work and sit beside the child.
 Lay out the boards on the table.
 Point 10 and ask “what is this? When child replies 10 then
slide the card 1 to cover 0 of the first 10 and say “10 and 1
makes 11”.
 Start three period lesson.
 First period point to 11 and say this is 11 repeat several
times. Slide out 1 and then slide back saying 10 and 1 are
called 11. Repeat for 12 and 13.
 Second period one by one ask the child the following questions
show me 12, show me 13, show me 14.
 Third period point to a number and ask the child “what is
this? “and repeat for the remaining numbers.
 Proceed to introduce the remaining numerals in the same way by
adding two new numbers till 19.
 Keep the material available for the child to take and use
whenever he likes.
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QUANTITIES AND NUMERALS 11 TO 19

 Teens number board
 Numerals 1 – 9
 9 ten bars
 1 set of colored bead bars (1-9)
 A floor mat

EXERCISE
 Arrange the boards on the floor.
 Arrange the colored beads bars in a stair.
 Put a ten bar to the right of the first 10 on the board and
ten put the colored 1 bead bar towards the right. Say ten and
one are eleven. Ask the child to count the beads.
 Slide the numeral 1 to cover 0 of the first 10 on the board
saying ten and one are eleven. This is the way we write 11.
 Now ask the child to put ten bar next to the 2nd 10 of the
board and this time also put 2 beads. Ask the child to count
the beads.
 Ask the child to make 2nd 10 the 12 by sliding 2 to cover the 0
of the 10.
 Continue in the same way till 19.
 Keep the material available for the child to take and use
whenever he likes.

TENS BOARDS
They are also called Seguin boards, were originally designed by
Dr. Edouard Seguin. They are a set of two boards. Board A has
numeral “10,20,30,0 and 50” printed on it and corresponding
sliding panels. Board B has number 60 ,70 ,80, and 90 printed on
it between its sliding panels.

PURPOSE
 To teach the names 10 to 90 in association with the numerals.
 To associate the quantities and numerals 10 to 90.
 To build quantities and numerals in sequence to 90.
 To learn how to count.
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USAGE
IDENTIFYING NUMERALS 10 TO 90
Ten boards

EXERCISE
 Bring the material to the workplace.
 Start three period lesson.
 First period point 10 and say this is 10. Repeat several
times.
 Continue in the same way till 90.
 Second period one by one ask the following questions, show me
20, 30, 40 and so on.
 Third period point the number and ask what is this?
 Repeat for the remaining numbers.

QUANTITIES AND NUMERALS 10 TO 90

MATERIAL
 Seguin tens boards
 45 ten bars
 A floor mat

EXERCISE
 Arrange the boards on the floor mat and sit beside the child
facing the boards.
 Put a ten bar to the right of the first 10 on the board and
ask the child to count the beads.
 Then point to the first 10 on the board saying this is how we
write ten.
 Then put 2 ten bars next to numeral 20, ask the child to count
the beads and saying this is how we write 20.
 Continue in the same way till the child has associated
quantities and numeral till 90 on the board.
 Allow the child to take over and keep the material available
for the child.
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ASSOCIATING QUANTITIES AND NUMERALS 11 TO 99

MATERIAL
 9 ten bars and 9 units in a box
 Seguin ten boards
 Cards 1 – 9 which fit into the slots of the Seguin ten board
 Floor mat

EXERCISE
 Arrange the boards on the floor mat.
 Arrange the colored beads bars in stairs.
 Put a ten bar next to the first 10 on the board and then put
the colored 1 bead bar, say 10 and 1 are 11.ask the child to
count the beads.
 Then take the card numeral 1 and slide it over the zero of the
first ten on the board by saying, this is eleven and this is
the way we write 11.
 Then remove the numeral 1 and one bead bar.
 Now build 12 by placing 2 beads and sliding the numeral 2 to
cover the zero of the first 10 on the board.
 Ask the child to count the beads and say this is 12 and this
is how we write the 12.
 Continue till 19 for this we have 1 ten bar and 9 units, if we
have one more unit we would have ten units that can replace
with ten bar.
 Then move to the 20 on the board for it we need 2 ten bars.
 Continue same as before up till 99.
 Keep the material available for the child.

NOTE
Complete work cycle is to be observed.