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Mathematical exercises
Q#4

Explain the presentation of multiplication board and division board in your own words also
makes illustration?

Multiplication Board

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

- Charts 1 and 2

Chart 1

montessori, multiplication board chart 1

Chart 2

montessori, multiplication board chart 2

Presentation

Show the child the material and have him bring it to the table.

Show the child the numbers along the top of the board. Tell the child, “These numbers tell us
how many times to take a number.”

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Show the child how to slide the card (4) into the slot on the side of the board.

Tell the child, “This tells us we will be doing the table of 4.”

Place the little red disc above the 1 at the top of the board.

Say, “This tells us we need to take 4 one times.

Using the red beads, place 4 one times in a vertical line.

Have the child count how many beads there are on the board.

Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the equation.

Move the disc over above the 2.

Tell the child, “We now need 4 two times. But we already have 4 one times.”

Have the child place the red beads in a vertical line next to the first four.

Have the child count the total number of beads on the board.

Say, “4 x 2 is 8”.

montessori, multiplication of 4

Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you.

If the child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was 28.
Count from 28 up four more. Repeat in this way until he has finished the board.

Have the child read all of the equations and answers written on the piece of paper.

The child can check his work on Multiplication Chart 1.

Exercice

The child, over time, does each of the tables in the same way. He can then make a booklet of
the tables.

Purpose

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Direct

To give practice in multiplication leading to the memorization of the essential multiplication

tables.

Control of Error

The child checks his work with Chart 1.

Age

5 1/2 - 6 years

Unit Division Board

Materials

- The unit division board

- 9 green skittles

- A box with 81 green beads

- Printed division slips

Introduction

Show the child the material and have him bring it to the table.

Look at the board with the child. Show him all the places for the beads.

Show him the numbers at the top of the boards and tell him that they are the dividend.

Tell him the numbers on the side will be the answer.

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Write 27 ¸ 9 = on squared paper.

Begin by telling the child the two rules: the answer cannot be larger than 9 and the remainder
cannot be equal to or larger than the divisor.

Place 27 green beads into the glass bowl.

Ask the child how many times will we give 27 out. (9)

Place 9 green skittles along the top of the board.

Give each skittle a bead until there are no beads left.

Say, “27 ¸ 9 is 3”. Point to the 3 along the vertical side of the board.

Have the child write in the answer to the equation.

Have him replace the beads into the bowl.

Ask the child how many beads we have in the bowl. (27)

Tell him as you write the next part of the equation on the second line of paper, “27 ¸ 8 =”

Have him do this equation as he had just done the last.

Have him write the answer with the remainder.

Read the whole equation with the child.

Tell the child that there is something special about the remainder: “We can have a remainder as
long as it is smaller than the dividend.”

Repeat as above for 27 ¸ 6 =

After the child has written the answer and the remainder check to see if the remainder is
smaller than the dividend.

Repeat in this way for the entire sheet of paper.

When you reach 27 ¸ 2, your remainder will be bigger than the dividend. Point this out to the
child and then cross out the entire equation because: “We can never have a remainder that is
the same or bigger than the dividend.

Presentation

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Write 81 ¸ 9 =

Have the child count 81 beads into the glass bowl and place nine skittles at the top of the
board.

Have the child do this equation as written above.

Read the finished equation out loud with the child.

Then write: 81 ¸ 8 =

Have the child do this equation and write in the remainder.

Look with the child at the remainder and notice that it is bigger than the dividend.

Cross off the whole equation.

Repeat for 81 ¸ 7 =

Repeat for 81 ¸ 6 =

Look at the last three crossed off equations and wonder out loud: “I wonder if the others will
also have a remainder larger than the dividend?”

The child should notice that the remainder gets bigger and bigger as the dividend gets smaller
and smaller.

Decide together that because of this pattern, only 81 ¸ 9 works.

You can finish this presentation here.

Notes

On the same day or at a later date repeat this work for 80 ¸ 9 through 1, 79 ¸ 9 through 1, 78 ¸ 9
through 1, etc…

For the first few sets of work, clear the board after each equation.

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Once the child understands that each equation is a new and different equation, you do not
need to clear the board after each equation.

Exercises

The child can work as shown in the presentation. Once the child

has done all the equations on all of the slips, re-read the equations. Underline in red the
equations with no remainder. The child can then record all of the equations with no remainder
on the squared paper.

Purpose

Direct

To familiarize the child with the various ways in which numbers may be divided.

Control of Error

Division Chart 1

Age

5 1/2 - 6 years

Q#5

How is stamp game introduce to the child ?also explain how subtraction problems can be
solve with stamp game .

Stamp Game

Materials

- Large quantities of wooden squares of equal size about 1 inch square like stamps:

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Each stamp of 1 is green marked with ‘1’.

Each stamp of 10 is blue marked with ‘10’.

Each stamp of 100 is red marked with ‘100’.

Each stamp of 1000 is green marked with ‘1000’.

- A pencil and ruler

- Special grid paper

Notes

This material is more symbolic, so this work is moving from the concrete to the more abstract.

With this material, we will introduce writing the problem and will therefore introduce the
symbol for writing the problem. This work will be all individual.

Introduction

Invite the child to come and work with you.

Show the child the material and have him first bring over the paper needed. Then show the
child the material and have him bring over the box of wooden tiles as well as the tray from
Introduction to Quantity.

Show the child the 1 green tile and show the 1 unit to the child. Tell the child that it is the same
as the unit bead.

Show the child the blue tile and have him read the ‘10’ written on it. Tell the child that this is
just like the ten-bar.

Repeat for the tiles of 100 and 1000.

Do a Three Period Lesson with the 1, 10, 100, and 1000 tiles.

Show the child that when we take out the 1 tiles, we place them directly in front of the
compartment where the other 1’s are.

Tell the child that you are going to take out 5. Take out 5 of the 1 tiles and place them all in
front of the 1 compartment.

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Put them back and give the child a few numbers to take out. Such as make 3 tens, or 5
hundreds, or 2 thousands.

Then give the child a larger number.

Say, “Now we are going to make a larger number. This number will have 3 units, 5 tens, 2
hundreds, 1 thousand.

As you give the child each number, have him take out the appropriate tiles.

Count to check the final product and then have the child put the tiles back into their compartments.

Substraction

Static Substraction

Invite the child to come and work with you.

Write a first number and a second number. Introduce the new subtraction sign.

Have the child construct the first number.

Tell the child that we are going to take 3 units from the four units constructed.

Have the child move 3 units off to the left side of the table.

Count how many units you have left and write the answer.

Have the child take 2 tens away from the 5 and more them off to the side of the table. Count and then
write how many tens are left.

Repeat for the hundreds and thousands.

Read the answer with the child.

montessori, stamp game, static substraction, constructing the number

Dynamic Substraction

Write a first large number and a second number under it. Make sure that this will lead to dynamic
subtraction.

montessori, stamp game, dynamic substraction, writing a large number

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Have the child create the first number.

Ask the child how many units are we going to take away: 3 units. But as the child becomes stuck, say
that we are going to have to change one of the tens for units. Take out ten units and replace it with one
of the ten tiles.

Then have the child take 3 units away from the now 12 units. Place the unneeded tiles off to the side of
the table.

montessori, stamp game, dynamic substraction

Have the child write how many units he has left.

Repeat for the tens, hundreds, and thousands. Change when needed.

Read the final problem with the answer with the child.

montessori, stamp game, dynamic substraction, reading the answer to the child

Repeat until the child feels comfortable to work alone.

Exercise

The child works alone, creating his own problems.

Q#2

Explain the child which help him to count till 1000?

MATERIAL

A thousand chains consisting of 100 bars of 10

Ten squares of ten

The thousand cubes

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An envelope containing arrowed labels:

- Green labels marked 1 – 9

- Blue labels arrowed 10 – 990

- Red labels from 100 – 900

- A large green label marked 1,000

- A large sized mat or runner

Presentation

Tell the child that today we are going to look at an even longer chain than the 100 chain.

Have the child unroll the runner all the way.

Show the child how to hold the 1000 chain.

The directress carries the chain to the runner, with all of the strands laid out straight.

Have the child bring over the cube and the large box on a tray over to the runner. Also bring over the
hundred squares.

Tell the child that you are going to try to fold the chain just like you did with the 100 chain.

Make a hundreds and ask the child what you made. Place a hundred square next to the one you just
made.

Repeat until the whole chain has been folded in hundred squares. (The child can begin to make them
after a while)

Place each of the hundred squares next to the hundred square you have made with the child.

Then place the hundred squares on top of the hundred squares you and the child have made.

Count with the child to see how many hundred squares there are.

Have the child place each hundred square on top of each other.

Notice that it looks just like the cube. When we have 10 hundred squares, we know that we have 1000
beads

Place the cube next to the ten hundred squares (placed on top of one another) to show this to the child

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Have the child gently pull the 1,000 chain straight. (Have him keep the chain near the left side of the
runner.

Have the child lay out all of the tickets.

Count each bead and place the correct ticket when needed as in Presentation 1. When you get to 100,
place the ticket as well as a hundred square next to the 100th bead. Repeat this for every hundred.
(Even at the 1,000th bead)

At the 1,000th bead, also place the cube.

Stand at the beginning of the runner and walk all the way to the end. Stand at the end and look at the
work of the child.

Go back to the beginning and count: 100, 200, 300, 400, 500, 600, 700, 800, 900.

Ask the child how many he had at the end: 1000.

Go back to the beginning and count the tens. 10, 20, 30, 40, 50, … 100, 110, 120, … 400, 410, 420, … 980,
990, 1000.

Then have the child count by tens backwards.

Then child can then put the material away.

Purpose

Direct

- To consolidate the child’s knowledge of counting. Up

until now, he worked with tens and hundreds in the decimal system. With these Exercises, he becomes
familiar with the sequence of numbers from 1 through 1,000.

- Counting is a restful activity and tends to become mechanical. Through repetition, the child establishes
the 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 relationships are
further established by the child.

Control of Error

As the labels have to be placed at the end of each bar, the child easily perceives he has made a mistake
in counting.

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Age

5-5 1/2 years

Q#1

Explain different group of Montessori math exercise an how the directress

should defiantly present exercise through sequential an parallel work in various
group .
Group #1(counting 1 till 10)

 Number rods
 Sand paper number
 Numbers rods &card
 Spindle boxes
 Cards & counter

Group #2(decimals system)

 introduction to decimal system

 introduction symbols
 pasing nine game s
 group couning game ‘
 exchanging (bead material)
 addition, multiplication, subtraction , division (bead material)
 stamp game

Group#3(counting beyond ten)

 11to 19(ouantity)
 11 to 19 (symbols)
 20 to 90 (association )
 Linear counting ‘
1 to 100 &1 to 1000
Skip counting
number rods

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Group #4(tables of arithmetic)

 Addition snake game

 Addition strip boards
 Addition charts
 Subtraction snake game
 Subtraction strip boards
 Subtraction charts
 Multiplication baeds
 Multiplication boards
 Multiplication charts
 Unit division
 Division charts

Group #5 (abstraction)

Group #6 (fraction )

The work cycle

 Taking the consent of the child

The directress should show the material to the child & invites him to work with her .it’s very
important to take consent of the child.

 Taking the material

She should take the child near the shelf &show the material.

 Selection of work place:

She should invites the child to choose the place for work, at this stage she should tell how to
hold the material an carry to the work place .

 Clarity of view:

The child should sits next to the directress ,the child has the clear view .

 Presentation:

She should place he material in front of the child an give the presentation ,it should be brief &
lively. she should not speak while presentation if anything is important then she should stop the
work tell him briefly &continue work .

 Winding up:

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When the work completes the directress should invites the child & ask the child to perform if he
is not interested then she should explain that he can take the material &perform the exercise
whenever he wants .after that she should explain that put the material back to its place .

Q#3 will send via post

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