Layiba aslam d 16374

Question 2:
Explain the exercises which enable the child to
count till 1000?
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.
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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 emphasised 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
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
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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,
emphasising 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
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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. 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.
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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
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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 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
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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