Name : Rimsha Mustafa

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Mathematical Exercises part 2 (Module 7)

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

Answer:
The exercises in arithmetic are grouped. There is some sequential work and some
parallel work.
1:- The first group is ‘Numbers through ten’. The experiences in this group are
sequential. When
the child has a full understanding of Numbers Through Ten,

2:- the second group, 'The Decimal

System' can be introduced. The focus here is on the hierarchy of the decimal
system and how
the system functions. It also starts off the child on the exercises of simple
computations, which
are the operations of arithmetic.

3:- The third group is started when the Decimal System is well underway. Here
onwards, these
Exercises are carried out parallel to the continuation of the Decimal System. This
third group,
i.e. ‘Counting beyond ten’, includes the teens, tens as well as linear and skip
counting.

4:- The fourth group involves the ‘Memorization of the Arithmetic Tables’. This
stage can be
Commenced alongside the later stages of the Decimal System and the Counting
beyond Ten
Exercises.
5:- The fifth group is the ‘Passage to Abstraction’. The exercises in this group
involve helping the
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child understand the process of each form of arithmetic and the tables of each
operation. There
is an overlap here again. The child who knows the process and tables for the other
operations
and these will not be taken up until he shows readiness. The exercises in this group
allow the
child to drop the use of the material as he is now ready to handle these exercises
without
assisting items. He can then progress to work increasingly with the symbols on
paper without
the need to use materials to attempt to find the answers.

6:- The sixth and final group of materials, ‘Fractions’, can be worked on parallel to
the group of
Making Abstractions, whereas the early work with the Fractions can begin with
Sensorial Work.

Through a table there can be show Classification Montessori Math Exercises, in

which these exercises have been presented in MPs training manuals.
The preschool age 4 to 6 years curriculum normally includes the first three to four
groups while the rest is introduced late at lower elementary and upper elementary
stages.
The section Points to remember on the next page shows how the directress should
work through different groups by sometimes carrying out sequential work while
sometimes by presenting parallel exercises from different groups.
Almost all exercises in this module require Complete work cycle to be followed in
which include 7 steps:
Like all other areas of Montessori curriculum the complete work cycle has to be
observed in almost all activities which include steps to be followed from beginning
to the end of any activity.
In Step 1the directress invites the child to work with the material and asks him if
he would like her to show him how to work with that.
In Step 2 she takes the child to the shelf shows him the material and names it e.g.
these are the number rods.
In Step 3 she then invites the child to choose a place to work shows him how to
hold the material.
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In step 4 the directress sits next to child wherever the child has the fullest view, If
the directress is left hander, she should preferably, make the child sit on her right
hand side.
However if she is right handed she should make the child sit on her left side.
In step 5 she places the material in front of the child and demonstrates the
exercises.
The presentation should be brief and lively.
In Step 6 she invites the child to carry out the activity.
In Step 7 having completed the activity the directress asks the child if he would
like to repeat the exercise. If not she explains to the child that he can take material
from the shelf at any time he likes and may work with it on his own.
The children will soon get into the habit and will get great satisfaction from the
activities they do.
1 Exercises in Group 1 counting till ten should be introduced first and the child
must master them before moving ahead to exercises in other groups.
2 Only when the child has mastered Group 1 exercises, group 2 the Decimal
system should be introduced.
3 The exercises in the group 3 counting beyond 10 can be presented when the
group 2 is well underway.
4 The exercise in group 4 Memorization of arithmetic tables can be introduced
while the later work of the decimal system and linear and skip counting exercises
are going on.
5 The exercises in group 5 passage to abstraction allow the child to stop the use of
Montessori material and work on paper. As soon as the child is well familiar with
tables of a mathematical operation such as addition, he may move ahead into the
abstraction phase of that operation while learning the tables of the operations.
The exercises in group 6 Fraction can run parallel to group 5 Passage to
abstractions sensorial work with the fraction material can be introduced even
sooner.
1
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Question 2: Explain the exercises which enable the child to count till

1000?

Answer:
Linear Exercises helps children learn to count till 1000 and getting familiar with
the
Decimal System relationships, including the concepts of squares and cubes of
numbers. Linear
counting is presented in two stages; in the first one, children learn to count till 100,
and in the
second one, they master counting till 1000.
This helps consolidate children’s knowledge of counting. Up until now, they have
worked with
tens and hundreds in the Decimal System. With these exercises however, they now
become
familiar with the sequence of numbers from 1 through to 1000. Counting is a
monotonous
activity and tends to become mechanical over time. Through repetition, children
instinctively
adopt this mechanism of counting.
When the two chains are placed parallel to each other, they show in a striking and
sensorial
Way the difference between the square and the cube of ten. In this way, the
Decimal System
Relations are further emphasized to the child.
Presentation 1:

Material:
- The hundred chain consisting of 10 bars of 10.
- The hundred square
- Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels marked 10 – 90
3. A red label marked 100
- A large sized mat or runner.
- The 100 Chain
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Exercise: The children are invited to the chain cabinet and shown the bars on the
shelves to
discuss if they have seen bars like these before. The directress starts by counting
with them
starting from the unit to the 10 bar and unrolling the runner just a little. She shows
them how
to hold the 100 chain by both ends and lay it out vertically at the bottom of the mat.
The kids
are made to place the tray below the 100 chain and slowly fold the chain together
to create the
hundred square, emphasizing that it looks like the hundred square. The hundred
square is
placed on top of the folded 100 chain to show that they are the same. The hundred
square is
removed and the chain gently re-straightened.
The teacher takes out the green unit tickets and tells the kids what they are called.
They are
lined in a vertical line to the left of the 10 chain. The children are then shown the
blue ten
tickets which are placed in a vertical line above the unit tickets. The first ten are
labeled using
the unit tickets and placed to the left of the chain.
Together, they count from 11 to 20. At the 20 mark, the ticket that says 20 is
placed to its right,
counting by units; as they continue placing the ten tickets until they reach 100. The
children
are made to place the red 100 ticket to the 100. They are told, “You have just
counted to 100.”
She asks, “How many beads are in this chain?”, as they respond with “100”. She
then points to
the hundred square and asks, “And how many are in this?”, as they respond again
with “100”.
All the tickets are then counted alongside the kids: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20,
30, 40,
50, 60, 70, 80, 90, and 100.
They are then counted backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7, 6,
5, 4, 3, 2, 1.
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Children are instructed to replace the tickets into their correct envelope and then
the rest of the
Material of the 20 bead.
Presentation 2:

Material:
- A Thousand Chain consisting of 100 bars of 10
- Ten squares of hundred
- The Thousand Cube Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels arrowed 10 – 990
3. Red labels from 100 – 900
4. Large green label marked 1,000
- A large sized mat or runner
Exercise: The directress tells children that they are going to be looking at an even
longer chain
than the 100 chain now. She then has them unroll the runner all the way and hold
the 1000
chain. She then carries the chain to the runner, with all of the strands laid out
straight and has
the kids bring over the cube and the large box on a tray over to the runner along
with the
hundred squares. She tells them that they are going to try to fold the chain similar
to how they
did with the 100 chain. She makes a hundred and asks the child what she just made
and places a
hundred square next to it, repeating until the whole chain has been folded into a
hundred
squares. The children can begin to make them independently after a while.
The teacher then places each of the hundred squares next to the hundred squares
she has made
with the kids, before placing the hundred squares on top of the hundred squares
made with
them. She then counts with the children to see how many hundred squares there are
in total.
She continues to have the children place each hundred squares on top of each other
now similar
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to how she did herself earlier, and iterates how this now looks just like the cube,
and that when
we have 10 hundred squares, we know that we have 1000 beads.
Now she places the cube next to the ten hundred squares (placed on top of one
another) to show
this to children. She then has them gently pull the 1,000 chain straight and lay out
all of the
tickets. Each bead is counted and the correct ticket placed as and when needed
similar to
Presentation 1. When the number 100 is reached, the ticket as well as a hundred
square is
placed next to the 100th bead, repeating for every hundred reached, including the
1000th bead.
At the end of the exercise, she looks at the world of the children, going back to the
beginning
and counting; 100, 200, 300, 400, 500, 600, 700, 800, 900. She then asks them how
many they
had at the end: 1000.
They finally go back to the beginning and count the tens; 10, 20, 30, 40, 50, . . .
100, 110, 120, . .
. 400, 410, 420, . . . 980, 990, 1000. The children are then told to count backwards
by tens. As the
labels have to be placed at the end of each bar, children easily recognise they have
made a
mistake in counting. The material can now be put away.
Name : Rimsha Mustafa

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Question 3: Print *Dot Game paper (from the link given below) and send

Three solved problems, each carrying four addends?

Answer:
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Question 4: Explain the presentations of Multiplication Board and Division

Board in your own words. Also make illustrations.

Answer:
The purpose of multiplication bead board is to provide training in multiplication
leading to
Memorization of the important multiplication table 1x1 through 10x10. The box
contains a
Holed multiplication working; 100 holes in rows of ten arranged in a square, 100
red beads, a
Box of small plastic cards numbering 1-10 which represent the multiplicand and a
red disc. The
Board has a slot on the left side for cards’ insertion.
Materials:
- A perforated board with 100 holes in rows of 10 arranged in a square. At the left
side of the
board is a window with a slot for the insertion of the cards.
- A red wooden disc
- Tables of multiplication
- A set of cards from 1 to 10

Purpose
To provide concrete practice in multiplication.

Memorization of multiplication tables.

Exercise: The directress shows children the materials and the numbers along the
top of the
board and tells them that these numbers tell us how many times to take a number.
She also
demonstrates how to slide the ‘4’ card into the slot on the side of the board, as she
tells them,
“This tells us how we will be doing the Table of 4.” She then places the little red
disc above the
1 at the top of the board and says, “This tells us we need to take 4 one time.” Using
the red
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beads, she places 4 one time in a vertical line and asks the children to count the
total number of
beads that are on the board and tells them, “4 x 1 is 4”.
The children are then instructed to write the answer on the paper next to the
equation. She
then moves the disc over above the ‘2’ and tells the children, “We now need 4 two
times, but we
already have 4 one time.” The children are told to place the red beads in a vertical
line next to
the first four and then count the total number of beads on the board. She then says
“4 x 2 is 8”.
The directress repeats it till the children reach 4 x 4 and then they are told to say
the equation
along with the directress.
If the children are making the table easily, they are shown that 4 x 7 is 28, and
once they reach 4
x 8, count from 28 up four more. This exercise should be repeated until they have
finished the
board.
The directress makes the children read all of the equations and answers are written
on a piece of
paper. They can check their work on Multiplication Chart 1.
Division Board
Division board helps the child practice the tables of division with the dividends 1
to 81 and the divisors 1 to 9.

The material consists of a unit division working board,a box containing 9 green
unit skittles and 81 green plastic beads.
Exercise 1
Purposes

To have the child the experience division using tables.

To help the child internalize division tables.

To further the concept of remainder.

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Material
Division board

Green skittles 9

Squared paper

Green beads 81

Division tables

Summary of division tables up to 81

Printed slips with division problems

A glass bowl
Presentation
Introduce the board to the child showing him all the places and point to the
numbers toward the top of the board.

Place a skittle below 1 on the board and say this represents that divisor is one and
repeat adding a few more skittles.

Pointing to the numbers and tell him about the last number and the answer of the
number cannot be larger than 9.

Show the table and ask the child how much is to be divided.

Ask the child what is the divisor in the question.

When he answers correctly place 9 green skittles below the numbers 1 to 9 on the
top of the board.

Having placed all the skittles take the green beads one by one and place under each
skittle in the first row, continue placing and till all the beads in the glass blow
finish.

Finally invite the child to work on his own with other slips in the baskets and
memorize the answer.
Name : Rimsha Mustafa

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

Stamp Game:

Materials:
- Large quantities of wooden squares of equal size about 1 inch square like stamps:
1. Each stamp of 1 is green marked with ‘1’.
2. Each stamp of 10 is blue marked with ‘10’.
3. Each stamp of 100 is red marked with ‘100’.
4. Each stamp of 1000 is green marked with ‘1000’.
- A pencil and ruler
- Special grid paper
Introduction: The directress starts by inviting the children to come work with her
and bring
along the paper, the box of wooden tiles and the tray from ‘Introduction to
Quantity’. She
introduces the materials to the child; she shows children the Green Tile with the
unit 1 written
on it and tells them that this is the same as the unit bead. Similarly, she shows them
the Blue
Tile with the unit 10 written on it and informs them that this is similar to the ten-
bar. She
continues to repeat this for the tiles of 100 and 1000.
The Three Period Lesson is also carried out with the 1, 10, 100 and 1000 tiles by
showing
children that when we take out the unit 1 tiles, we place them directly in front of
the
compartment where the other 1’s are. They are told that they are going to take out
5. As they
take out 5 of the unit 1 tiles, they are all placed in front of the unit 1 compartment.
They are
then placed back and the children are given a few different numbers to be taken
out, for
example, 3 tens, 5 hundreds, or 2 thousands. They are then given a larger number
and told,
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“Now we are going to make a larger number. This number will have 3 units, 5 tens,
2 hundreds,
1 thousand.” As they are given each number, have them take out the appropriate
tiles.
The directress then counts to check the final product and then has the children put
the tiles back into their compartments.
Subtraction:
Exercise 1: The children are invited to come and work with the directress who
writes down on a
Paper two different numbers and introduces the new subtraction sign.
The children are instructed to construct the first number and then told that we are
going to take
3 units from the four units constructed. Have them move 3 units off to the left side
of the table,
Count how many units are left and write the answer. Next, have them take 2 tens
away from the
5 and move them off to the side of the table. Count and then write how many tens
are left.
Repeat for the hundreds and thousands. Finally, read the answer out loud with the
children.
Exercise 2: The directress writes a first large number and a second number under it,
making
sure that the numbers lead to dynamic subtraction. She has the children create the
first
number, as she asks them how many units are we going to take away, i.e. 3. But as
the child
becomes stuck, she says that we are going to have to change one of the tens for
units, as she
takes out ten units and replaces it with one of the ten tiles. She then has them take 3
units away
from the now 12 units and places the unneeded tiles off to the side of the table.
The teacher has the child write how many units he has left. She then repeats for the
tens,
hundreds, and thousands, changing as and when needed, reading the final answer
with the
children as well as discussing the entire question problem in its entirety.
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All this is repeated until children feel comfortable to work alone. Children should
be
encouraged to pose their own problem examples and guided in the process.