Layiba aslam d16374

Question 5:
How is Stamp Game introduced to the
child? Also explain how subtraction
problems can be solved with 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
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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
Layiba aslam d16374

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, “Now we are going to make a larger
number.
This number will have 3 units, 5 tens, 2
hundreds, 1 thousand.”
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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.
8 6 5 4
- 4 5 2 3
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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.
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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 we are 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.
8 6 5 4
- 4 5 2 3

4 1 3 1
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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. 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.
2 7 6 6
+ 1 4 5 5

4 2 2 1
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