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Question # 1: How would you teach numbers 0 to 10 according to Montessori Method? Explain all the
exercises in this group briefly in your own words.

ARITHMETIC OF VARIABLES (GROUP 1):

Learning mathematical concepts in a Montessori classroom begins concretely and progresses towards the
abstract. They are developed from simple to complex. Process is taught first and facts come later. Order,
coordination, concentration, and independence are experienced by the child using these materials. The math
activities are organized into five groups.

Group one introduces sets of one through ten which prepares the child for counting and teaches the value
of quantity. Children begin to associate numeral and quantity with number rods and number cards. A child
will gain a growing understanding of sequence. Spindle boxes, cards and counters, the short bead stair, and
other 1- 10 additional counting activities a teacher may add, reinforce the one through ten numeral concept.

THE NUMBER RODS

The Number Rods are similar to the Red Rods, only here they are rendered countable by blue stripes, so that
each rod is clearly a multiple of the first rod, (the unit), each section of the subsequent number rods is equal
in length to the first one. These rods materialize the quantities of the numbers from 1-10. Through the
Number Rods ‘quantities’ can be seen as an unbroken multiple of a unit in which quantities are measured in
terms of a unit; the ‘Arithmetic of Variables’. After completing these first activities of Group 1 the child is
given quantities according to the ‘Arithmetic of Groups’, quantities formed by loose identical units (Spindles
and Counters).
The advantages of using Number Rods to initially represent quantity are;

 Past experience with the Red Rods helps the child to use the Number Rods, sensorial appreciating
the difference between them.
 The child’s intelligence accepts, understands and associates different names with the differences she
can see between the Rods.
 Each Rod differs by the same increment, which is equal to the first in the series (the unit).
 The Rods show the position of the succession of numbers 1 to 10.
 They show the close relationship between Ordinal and Cardinal numbers.

Material Description:

 Ten rods, grated in length, the shortest rod

being ten centimeters in length, and each

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succeeding rod increasing by the length of the first, with the longest rod being one meter. These rods
prepare the child for 1-10 counting.
 Working Mat (preferably dark green, or any other colour not matching with blue or red shades),
measuring about 4 feet by 3 feet).

Presentation:

 Invite the child, introduce the material and help her to bring the rods to a Working Mat, place them
in sequence – pointing out that the red partition goes on the left.
 Isolate the shortest three rods and give their names in a Three Period Lesson.

First Period:

 Begin with the 10 cm rod, touching it and saying, “This is one”.

 Then take the 20 cm rod, touching each partition and saying, “This is two”.
 Then take the 30 cm rod, touching each partition and saying, “This is three”.

Second Period:
 The rods and give various commands including asking the child to count the partitions. Continue to
mix and give directions until the child can recognize them with ease.
Third Period:
 Take any rod and ask the child to name, saying, “What is this?” mixing frequently.
Note:
 The other Number Rods are introduced in the same way, first check her understanding of rods
introduced earlier and mix these in during the second period.
Exercises:
 The rods are placed randomly on the mat, the director asks for a particular one and the child brings
it. The child is asked to verify by touching each partition.
 The rods are placed randomly on the mat, the directress picks a particular one and the child names
it. The child is asked to verify by touching each partition.
Criteria of Perfection (Control of Error):
 The partitions guide the child.
Direct Aim:
 To teach the names 1 to 10 with the corresponding quantity.
 To show that each number from 1 to 10 is a separate object.
 To help the child memorize the sequence of numbers 1-10.

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Age at Presentation:
 Four years onwards.
Footnote:
 Even if the child immediately recognizes and names the rod it is still necessary to verify by touching
and counting to fix the sequence of numbers.
THE SAND PAPER NUMERALS
Numeral symbols 0-9 in sandpaper. These help the child with recognition of numerals 0-9. With the help of
the Director, the children already know the names of the numbers 1-10 and associate them with their
quantities and sequence, having worked with the Number Rods. The Numbers are symbols for the quantities
and different from the Sand Paper Letters (which the child will have already used) because they represent
not just a sound, but a whole idea
Material Description:
 The Numbers 1 to 9 and 0, cut rom sandpaper and mounted on
separate boards.
Note:
 It is important to check the child’s knowledge of the Number
Rods before proceeding.
 Do not introduce the 0 at this stage.
Presentation:
 Ask the child to sensitize her fingers and select a group of three Sand Paper Numbers in any order.
 Invite the child, introduce the material and bring it to a table.
 Trace each numeral with two fingers as with the Sand Paper Letters.
 Give their names in a Three Period Lesson, asking the child to trace and name the Number.
Games:
Two children can be show how to play these games together.
 Show a Number, ask the child to name it and trace it.
 Lay the Numbers on a mat, say a number and ask one child to go to the mat, find it and return with
it and trace it.
Criteria of Perfection (Control of Error):
 The Director and the Sand Paper which guides the child’s fingertips.
Direct Aim:
 To teach the written symbol or the quantities 1 to 10 which the child has learnt with the Number
Rods.

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 To give the child a key to the World of Number.
 Preparation for the writing of numerals.
Age at Presentation:
 Four years, after the Number Rods.

THE NUMBER RODS AND CARDS:

Material Description:
 Number Rods
 Set of wooden or cardboard
cards on which are printed the
numbers 1 to 10
 Working Mat.
Presentation:
 Invite the child, introduce the material and help her bring it to a Working Mat, placing the Number
Rods at random.
 Ask the child to collect the Cards and name them, while placing them randomly on the mat.
 Introduce the child to the card with the symbol for ten (ensure that the child is familiar with this
before proceeding).
 Ask the child to find the ‘rod of ten’ and place the card on the last partition.
 Show the child another card, at random and ask her to find it’s pair.
 Continue to do this till all the rods are labeled.
Exercises:
 Exercise 1 – as above.
 Exercise 2 – the Two Mat Game – the Directress shows a card and the child brings the rod.
 Exercise 3 – the Two Mat Game – the Directress points to a rod and the child brings the card.
 Exercise 4 – Rods in Sequence.
 Arrange the rods as for the Red Rods.
 Place the cards randomly on a floor mat, point to any rod in the series and the child counts the
partitions and places the card on the last partition.
 Ask the child to read the numbers in ascending and descending sequence.
Criteria of Perfection (Control of Error):
 The child counts the number of partitions.

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Direct Aim:
 To associate the written symbol with the corresponding quantity.
 To introduce the sequence of the symbols.
Age at Presentation:
 Four to four and a half year, after the Sand Paper Numerals.
Footnote:
 This introduces the symbol for ’10’ and is the first time the child sees the role of ‘0’ to symbolize ’10’.
SPECIAL EXERCISES:
These special exercises are done after the Card and Counters.
Impressions of putting together (addition)

1. Ask the child to build the Number

Rods in sequence in the middle of
a Working Mat and to place the
cards on the last partition of each
rod.
2. Ask the child to move the ‘rod of
ten’ to the top of the mat.
3. Ask her to put the ‘rod of nine’
below it and then say, “Let’s make
the ‘rod of nine’ as long as the ‘rod of ten’.
4. The child places the ‘rod of one’ adjacent to the ‘rod of nine’ and puts their cards in place.
5. Continue until the ‘rods of six and four’ have been placed.
6. Move the ‘rod of five’ beneath the ‘rod of six’ and ask the child where we can get a rod to complete
the length – possibly flip the ‘rod of five’, another ‘rod of five’ from a different set or use the
corresponding Red Rod to give the impression that the ‘rod of five’ twice is equal to the ‘rod of ten’.
7. The same activity can be done with totals of the ‘rod of nine’ etc.

Variations:

The child can later make any total using three or more rods.

Impressions of taking away (subtraction):

1. Build the Number Rods and cards to the place where impressions of addition was completed, with
the ‘rod of five’ in it’s original place, below the ‘rod of six and four’.

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2. Remove the ‘rod of four’ and the child sees that the ‘rod of six’ remains.
3. Continue nil the rods are in their original Red Rod position.

Direct Aim:

 To associate the written symbol with the corresponding quantity.

 To introduce the sequence of the symbols.

Indirect Aim:

 The building of tens is an indirect preparation for addition while the removal of rods gives a fleeting
impression of subtraction.
 The flipping of the ‘rod of five’ gives a fleeting impression of multiplication and division.

‘Arithmetic of Groups’:
The Spindle Boxes, where the symbols are fixed and Cards and Counters and Memory Game , where loose
quantities are associated with loose symbols form the second half of the Maths Materials for Group 1, in
which the ‘Arithmetic of Groups’ takes place.

THE SPINDLE BOXES:

The Spindle Boxes are presented after the child has had sufficient experience with the ‘Arithmetic of
Variable’ an is mentally prepared for the abstraction required for the ‘Arithmetic of Groups’.

Material Description:

 Two boxes, each exactly the

same, divided into five
compartments or one box
divided into ten
compartments. At the interior
back of each compartment is a
painted symbol of the numbers 0 to 9.
 45 spindles in a basket or box.
 Eight green coloured ribbons or bands.
 Sand Paper Number for 0.
 Working Mat.

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Note:
The Spindle Boxes should be displayed empty.
Presentation:
 Invite the child, introduce the material and help her to bring the Spindles and Spindle Boxes to a
Working Mat.
 Point to the symbols and ask the child to identify them.
 Skipping zero, take one spindle with your right hand, place it in your left and aloud count “one”, place
it in the corresponding compartment.
 Then take two spindles, one at a time, counting them in her hand and then puts them on the mat and
places a green band around them before putting them in the compartment. (This shows they have
been grouped together counting them on to the mat in front of you and then transfer them as a
group into the corresponding compartment).
 Continue up till nine.
 Point to 0 and explain to the child, “zero means not anything”.
 Show the Sand Paper Number for 0 and ask the child to trace it and associate it with the symbol on
the first compartment.
Criteria of Perfection (Control of Error):
 The number of spindles.
Direct Aim:
 While the Number Rods were each a quantity in themselves, the spindles show a number which is
composed of separate objects.
 The concept of zero is introduced as representing no quantity when the first compartment is left
empty.
Indirect Aim:
 Indirect preparation for the fact that there are no other symbols but 0 to 9 in the decimal system.
Age at Presentation:
 Four to four and a half year, after number rod and cards.
Footnote:
 The child may participate in the presentation after compartment 5.
 Alternatively, the child places the spindles directly into the boxes and completes the activity, later
she removes the contents from one compartment at a time, counting them aloud and places the
band around them before replacing them in the compartment to show they have been grouped
together The child removes the contents from one compartment at a time, counting them aloud and

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places the band around them before replacing them in the compartment to show they have been
grouped together.
Games to reinforce the concept of Zero:
 With either one child or a small group ask children to perform actions a number of times, when you
ask for zero times pause expectantly and see if the child can explain why she hasn’t performed an
action.

CARDS AND COUNTERS:

Children will count out the discs in pairs under the numeral. When all the discs are counted out, point out
that some of the numerals have a disc that doesn't
have a partner. Those numbers are called odd
numbers. The discs which all have partners are
called even numbers.
Material Description:
 Small Number Cards 1 to 10.
 55 identical counters in a box.
Presentation:
 Invite the child, introduce the material and help her to bring the Cards and Counters to a Working
Mat.
 Place the Number Cards at random on the Working Mat.
 Ask the child to place them in sequence horizontally leaving a gap between them the width of her
palm.
 Place the correct number of counters in pairs under each symbol if the number is odd put the
remaining counter centrally beneath the last pair.
Note:
When the child understands how to arrange the counters let her take over.
Exercise:
 As above.
 Much later build the sequence and run your index finger from the base of the Card between the
counters, saying the name of the numeral, stopping abruptly at the blocking counter if the number
is odd, or continuing, lengthening the word if the number is even.
Criteria of Perfection (Control of Error):
 The number of counters.

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Direct Aim:
 To reinforce the knowledge that each number is made up of separate quantities.
 To verify whether the child has mastered.
 The sequence of numbers.
 How many separate units form each number?
Indirect Aim:
 To sensorial indicate the odd and even numbers.
 To give a visual impression of odd and even.
 Indirect preparation for the divisibility of numbers as well as multiples and sub-multiples (e.g. even
numbers divide by two).
Age at Presentation:
 Five and a half years, after the Spindle Boxes.
Footnote:
 Give the words “odd” and “even” only after the decimal system has been presented.
MEMORY GAME OF NUMBERS:
Can be played with up to ten children, if less children, use less cards but ensure that 0 is always in circulation.
Material Description:
 Folded Cards, with a number from 0 to 10 written.
 A basket for these cards.
 55 identical counters.
 A mat or table for each child.
Presentation:
 With a group of children take the cards and explain the game.
 Each child chooses a card, reads the number silently, memorizes it, refolds it and puts it on her mat
or table.
 One at a time each child is asked to collect the amount of counters corresponding to the number on
her card.
 The child with zero will not move however much the Director entices her.
 When all of the children have their objects they count them to verify to themselves and the Director
hat they have understood.
Variation:
 Later an older child can take the place of the Director.
 Later use objects other than the counters.

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Criteria of Perfection (Control of Error):
 The Director.
Direct Aim:
 To train the child’s memory to keep the numerical symbol in her mind.
 To relate the understanding of quantities 0 to 10 to any object in the environment.
Age at Presentation:
 Around four and a half years.
Footnote:
This exercise also develops character and will as the children have to restrain themselves from taking more
than their card allows, especially difficult for the child with zero, inhibiting their actions.

Question # 2: What do you know about the decimal system? How would you enable children to count and
quantity and identify numerals till 9999?

INTRODUCTION TO QUANTITY:
Materials 1:

 A tray containing 1
golden bead unit, 1
golden ten-bar,
1 golden hundred
square and 1
thousand cube.
 Small mat for the table.

Presentation 1:

1. Invite a child to come and work with you. Bring him to the shelf, name the lesson and have him bring
the material over to the shelf.
2. Have him unroll the small mat onto the table.
3. Take the unit, feel it, and name it. “This is a unit.”
4. Give it to the child to feel and name it.
5. Have him place it on the right side of the small mat.
6. Repeat for the ten-bar.

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7. When the child places it onto the small mat, count the beads.
8. Place the ten-bar vertically to the left of the unit.
9. Repeat for the hundred square.
10. Lay it on the mat to the left of the
ten-bar.
11. Use the ten-bar to count how
many tens are in the hundred.
12. Repeat for the thousand cube.
13. Place it to the left of the hundred square and use the hundred to count how many hundreds are in a
thousand.
14. Do a Three-Period Lesson for them.
15. End the 2nd Period with the categories in the correct order: (from left to right) thousand, hundred,
ten, unit.
16. For the 3rd Period, point to each category and ask the child to name it.
17. Show the child how to put the material away, making sure the beads are placed in the correct order
on the tray.

Materials 2:

 A mat.
 A supply box with unit beads, ten-bars, hundred square and thousand cube with beads drawn on
them.
 A tray as in Presentation 1.
 A tray with a dish on it.

Presentation 2:

1. Invite a child to come and work with you. Have him bring the material over to the table.
2. Have him unroll a mat and have him bring over the material.
3. Compare the material in the box to the material that is on the tray that was used in Presentation1.
This will show the child that units and tens are the same.
4. Take out a hundred from the box and compare it to the hundred on the tray.
5. Tell the child that the hundred on the tray is made of beads but the hundred in the box has beads
drawn on it. But explain that they are still both hundreds.
6. Put the hundred from the box at the top of the mat.

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7. Repeat and discuss for the thousand.
8. Place the thousand from the box above the hundred at the top of the mat.
9. Take the material out of the box and set it up as shown:

10. Have the child bring over a small mat and place it far away from the supply mat.

11. Have him also bring over a tray with a small dish on it and have him place it onto the small mat.

12. Sit next to the small mat with the child.

13. Ask the child for a precise amount of units, such as 5 units.

14. Have the child go over to the supply mat with the tray and count out 5 units. Have him place these
units into the dish on the tray. If needed, go with the child.
15. Have the child bring the material over to the small mat and have him count it to check.
16. Repeat by giving the child other amounts to get, such as : 4 tens, or 7 hundreds, or 5 thousands.
17. After some time, you place an amount of material onto the tray and have the child count to tell you
how much there is.
18. Repeat this until the child seems comfortable with this exercise.
19. When the child can work well with one category, introduce two categories such as 4 units and 2 tens.
Continue like this for three categories and then four categories.

Direct Aim:

 To introduce the child to the concept of the decimal system.

 To make the child familiar with the names and relative sizes of the categories.
 To help the child with the difference in bulk between e.g. 6 units and 6 thousands.

Control of Error:

 The directress and the child’s own knowledge.

Age:

 4 – 4 1/2 years

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Question # 3: Explain addition and multiplication exercises in your own words?

Introduction to Mathematics:
Math is all around the young child from day one. How old are you? In one hour you will go to school. You
were born on the 2nd.

Number itself cannot be defined and understand of number grows from experience with real objects but
eventually they become abstract ideas. It is one of the most abstract concepts that the human mind has
encountered. No physical aspects of objects can ever suggest the idea of number. The ability to count, to
compute, and to use numerical relationships are among the most significant among human achievements.
The concept of number is not the contribution of a single individual but is the product of a gradual, social
evolution. The number system which has been created over thousands of years is an abstract invention. It
began with the realization of one and then more than one. It is marvelous to see the readiness of the child’s
understanding of this same concept.

Arithmetic deals with shape, space, numbers, and their relationships and attributes by the use of numbers
and symbols. It is a study of the science of pattern and includes patterns of all kinds, such as numerical
patterns, abstract patterns, patterns of shape and motion. In the Montessori classroom, five families with
math are presented to the child: arithmetic, geometry, statistics and calculus. More precisely, the concepts
covered in the Primary class are numeration, the decimal system, computation, the arithmetic tables, whole
numbers, fractions, and positive numbers. We offer arithmetic to the child in the final two years of the first
place of developments from age four to age five and six.

Arithmetic is the science of computing using positive real numbers. It is specifically the process of addition,
subtraction, multiplication and division. The materials of the Primary Montessori classroom also present
sensorial experiences in geometry and algebra.

Little children are naturally attracted to the science of number. Mathematics, like language, is the product
of the human intellect.

It is therefore part of the nature of a human being. Mathematics arises form the human mind as it comes
into contact with the world and as it contemplates the universe and the factors of time and space.

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It under girds the effort of the human to understand the world in which he lives. All humans exhibit this
mathematical propensity, even little children. It can therefore be said that human kind has a mathematical
mind.

Montessori took this idea that the human has a mathematical mind from the French philosopher Pascal.
Maria Montessori said that a mathematical mind was “a sort of mind which is built up with exactity.” The
mathematical mind tends to estimate, needs to quantify, to see identity, similarity, difference, and patterns,
to make order and sequence and to control error.

The infant and young child observes and experiences the world sensorial. From this experience the child
abstracts concepts and qualities of the things in the environment. These concepts allow the child to create
mental order. The child establishes a mental map, which supports adaptation to the environment and the
changes which may occur in it.

Clear, precise, abstract ideas are used for thought. The child’s growing knowledge of the environment makes
it possible for him to have a sense of positioning in space. Numerocity is also related to special orientation.
In the first plane of development, the human tendency to make order along with the sensitive period for
order support the exactitude by which the child classifies experience of the world. The Montessori materials
help the child construct precise order. In the class, the child is offered material and experiences to help him
build internal order. It is internal order that makes the child able to function well in the environment. Order
under girds the power to reason, and adapt to change in the environment.

Each culture has a pattern of function in that society. This pattern is absorbed by the child, and becomes the
foundation of which the child builds his life. This cultural pattern is the context for the Montessori class.
Practical life Exercises are the every day tasks of the home culture and include the courtesies by which people
relate. The child is attracted to these activities because they are the ways of his people. He is attracted to
the real purpose which engages his intellect. As he begins to work with Practical Life Exercises, he is more
and more attracted to the order and precision that is required. Participation in these activities help the child
become a member of the society of peers in the classroom. Without the child’s knowing it, these activities
are laying out patterns in the nervous system. Repetition sets these patterns and leads to ease of effort.

The Sensorial Material is mathematical material. It is exact. It is presented with exactness and will be used
by the child with exactness. The activities call for precision so that the child can come into contact with the
isolated concepts and through repetition, draw from the essence of each and have a clear abstraction. These
concepts help the child to order his mind. He is able to classify experience. Clear perception and the ability
to classify leads to precise conclusions. The Sensorial work is a preparation for the study of sequence and

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progression. It helps the child build up spatial representations of quantities and to form images of their
magnitudes such as the Pink Tower.

Spoken language is used to express abstract concepts and to communicate them to others. In addition to
the spoken language, humans came to need a language to express quantitative experience, and from this
came the language of mathematics.

By age four, the child is ready for the language of mathematics. A series of preparations have been made.
First the child has established internal order. Second, the child has developed precise movement. Third, the
child has established the work habit. Fourth, the child is able to follow and complete a work cycle. Fifth, the
child has the ability to concentrate. Sixth, the child has learned to follow a process. Seventh, the child has
used symbols. All of this previous development has brought the child to a maturity of mind and a readiness
of work. The concrete materials for arithmetic are materialized abstractions.

They are developmentally appropriate ways for the child to explore arithmetic. The child gets sensorial
impressions of the mathematical concepts and movement supports the learning experience. The material
begins with concrete experiences but moves the child towards the abstract. There is also a progression of
difficulty. In the presentation of the material, a pattern is followed. It is used throughout the arithmetic
Exercises. For the presentation of the mathematical concepts, the child is first introduced to quantity in
isolation, and is given the name for it. Next, symbol is introduced in isolation and it is also named. The child
is then given the opportunity to associate the quantity and symbol. Sequence is given incidentally in all of
the work. Various Exercises call for the child to establish sequence.

The mathematical material gives the child his own mathematical experience and to arrive at individual work.
There are some teacher directed activities but these are followed with activities for the individual. Some
work begins with small group lessons, these too will be toward independent, individual work.

Question # 4: Explain how would you give the concepts of subtraction and division?

Materials:
As for addition, but all small cards are laid out to 9000.
Static Division:

1. Have three children come and work with you.

2. Have them set up the material.

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3. Bring over the directress tray to the supply mat and ask for 9 units, 3 ten, 9 hundred, and 3 thousand.
4. Bring the tray back over to the mat.
5. Ask the first child to count the units and to then bring the card over for 9 units.
6. Ask the next child to count the tens and to then bring over the card.
7. Repeat for the hundreds and thousands.
8. Ask one child to place all of the cards together and as a group, read out 9 units, 3 ten, 9 hundred, 3
thousand.
9. Super-impose the cards.
10. Tell them that you want to give them all some of your beads and you want to be fair and give them
each the same amount.
11. Say that in division, we always start with the thousands.
12. Start by giving each child 1 thousand. Say, “I don’t have any more thousands to give.”
13. Have each child count how many thousands they have to check if each child has the same amount of
thousands.
14. Have the children go over to their card mat and get the card for 1 thousand.
15. Repeat for the hundreds. They should all have 3 hundreds.
16. Repeat for the tens. They should all have 1 ten.
17. Repeat for the units. They should all have 3 units.
18. Emphasis that you gave each of them the same amount. “Did you get the same amount?”
19. Have each child place his cards together and read out loud the number the child has.
20. Place the large cards at the top left of the mat.
21. Say that because they each have the same amount, you only need one of their cards.
22. Discuss that because there are three children, you gave each one of them the same amount, to three
children.
23. Take out a 3 from your small dish and place it to the left of the large cards.
24. Then place one of the children’s cards to the right of the 3.
25. Then, out loud, and as you point to each number say, “3939 divided by 3 is 1313.”

Dynamic Division:

1. Begin by telling the children that division is different than the other operations. We must start with
the thousands.
2. Move over to the supply tray and ask each child in turn to place 6 units, 2 tens, 5 hundreds, and 4
thousands onto the directress tray.
3. Give each child 1 thousand and have them get the card.

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4. Have a child exchange the last thousand for 10 hundreds.
5. Give each child 1 thousand until they all have 5 hundreds.
6. Look at the 2 tens and notice that you cannot give each child a ten. Ask one child to exchange a ten
for 10 units.
7. Ask another child to do the same for the other ten.
8. Count all of the units. (26)
9. Give each child a unit until they all have 8 units. Discuss Have then get the correct cards.
10. Have them place their cards together and read what each child has.
11. Notice how they all have the same number.
12. Lay out all of the children’s cards under the large cards.
13. Read 4526 divided by 3 is 1508.
14. Look at the remaining units and say, “But we have a remainder of 2. Place the two units in the dish
to the right of 1508.
15. Reread: “4526 divided by 3 is 1508 with a remainder of 2.”

Long Division:

1. Bring the directress tray over to the supply mat with the children.
2. Ask for 2568 in material.
3. Bring the tray back over to the working mat with the children.
4. Count out the numbers of each and ask the children to bring the corresponding cards over.
5. Tell the children that today we are not going to divide by 3 as we have been. We will be dividing by
12. Show the fact that one child is going to represent the tens by giving the first child a blue ribbon
and the two other children a green ribbon because they represent units.
6. Ask the first child to go ask nine of their friends if they would come over for just a moment.
7. Count them all (including the first child) and say that because these nine children all have to go back
to work, the first child will represent them all.
8. Give the first child the thousand block and give the other two children each 1 hundred because “the
first child represents ten people so he has ten times as many hundreds.”
9. Give the other thousand to the first child and each of the other children a hundred square. Have them
get the cards.
10. Give the first child a hundred square and the other two children a ten bar.
11. Have then get the appropriate cards.
12. Repeat in this way until all of the beads have been shared appropriately.

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13. Have each child count what they have and choose the correct cards to show the number: 2140, 214,
214.
14. Roll out the long red mat and have the first child re-invite his nine friends to sit behind the red mat.
15. Discuss how you want to give each of their friends some of your beads but you can’t because you
only have 2 thousands.
16. Divide the 2140 by ten, exchanging when necessary.
17. Once it has been divided equally among himself and his nine friends, have him count what he has
and have him choose the new correct cards for what he has left on his tray: 214.
18. Look at the two other children sitting next to this first child and notice that they too have 214.
19. Then look at the nine friends and check if they all have 214. Say, “You all have the same amount!”
20. Then place 12 (explain because you are dividing the total by 12 people) to the right of the large cards
reading 2568 and 214 to the right of the 12.
21. Read out loud: 2568 divided by 12 is 214.
22. Excuse the nine friends and have the three children replace the material.

Short Division:
To give the impression of the nature of division. Here a large quantity is divided into a number of smaller
equal quantities.

Long Division:
To show the child how the quantities are distributed in long division. He learns how the divisor is always
grouped and how the answer is always the share of one person.

Control of Error:
The directress verifies at first. Then she shows that if all the smaller numbers that were taken away are
added together, they should amount to the original number.

Age:
4 1/2 - 5 years .

The Exercises in arithmetic are grouped. There is some sequential work and some parallel work. 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, 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 the
child on the Exercises of simple computations, which are the operations of arithmetic.

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The third group will be started when the decimal system is well underway.

From then on, these Exercises will be given parallel to the continuing of the decimal system. This third group,
counting beyond Ten, includes the teens, the tens, and linear and skip counting. The fourth group is the
memorization of the arithmetic tables. This work can begin while the later work of the decimal system and
the counting beyond ten Exercises are continued. The fifth group is the passage to abstraction. The Exercises
in this group require the child to understand the process of each form of arithmetic and to know the tables
of each operation. There is again an overlap.

The child who knows the process and tables for addition can begin to do the addition for this group. He may
still be working on learning the tables for the other operations and these will not be taken up until he has
the readiness. The Exercises in the group for passing to abstraction, allows the child to drop the use of the
material as he is ready. He can then begin to work more and more with the symbols on paper, without using
the material to find the answers. The sixth group of materials, Fractions, can work parallel to the group of
making abstractions and the early work with the fractions can begin even sooner than that. Sensorial work
with the fraction material can be done parallel with the other groups of arithmetic. The writing of fractions
and the operations of fractions can follow as the child is moving into the passage to abstraction.

The adult is responsible for the environment and the child’s experiences in it. It is important to provide the
indirect preparation of experience with numbers before it is studied. The arithmetic materials must be
carefully presented as the child is ready. Montessori has emphasized that young children take great pleasure
in the number work. It is therefore important that the adult not pass on any negative overtone onto the
child’s experiences with arithmetic. These Exercises are presented with great enthusiasm. They must be
carefully and clearly given to the child. In this work, it is also important for the directress to observe the
child’s work. From observation, the directress will know if the child is understanding the concepts or if further
help is needed. As always, the adult encourages repetition and provides for independent work, which will
lead to mastery.

When the child is ready, the absorption is as easy and natural as for other areas of knowledge. It is
empowering and brings the child to a level of confidence and joy in another path of culture. The abstract
nature of man is not an abstraction if the child’s development is understood by the adult.

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Question # 5: What are teens and tens board? Explain their purpose and usage.

TENS: ASSOCIATION OF QUANTITY AND SYMBOL, BOARDS, CARDS AND BEADS

Materials:
Presentation 1:

 Two boards similar to the teen boards but with the numbers
10 – 90 printed on them.
 Nine bead bars of 10.

Presentation 2:

 The ten boards.

 A set of loose cards from 1 – 9 .
 Nine ten bars.
 Ten unit beads.

Presentation 1: Terminology

1. Place all the beads at the top of the mat and then lay out the cards and boards in the same way as
in the Teens Presentation.
2. Read all of the numbers on the board with the child. (The child will probably say: 1 ten, 2 ten, 3 ten,
etc.)
3. Give the correct names (ten, twenty, thirty, etc) three at a time in a Three Period Lesson.
4. Once the child knows the names for all of the numbers, read through them forward and then
backward with the child.
5. Emphasize that most of them end in “ty”. Look with the child at the numbers that do this: 20, 30,
40, 50, 60, 70, 80, 90. Tell the child that the “ty” tells us that there is a ten in the number. “40 tells
us that there are 4 tens.”

Presentation 2: Boards and Beads

1. Take out and place all of the beads onto the mat. Then place the 1 card to make 11 in the top slot.
2. Place a ten-bar and a unit next to the cards. Have the child count and say how many there are.
3. Ask if that is what the cards say. Yes.

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4. Have the child add on unit. Have him count the beads. (12) Ask if that is how many the cards say.
No.
5. Have the child change the cards to read 12.
6. Once you have made 14, show the child that we can simply point to the ten-bar and automatically
know there are ten.
7. Repeat until the child has formed 19.
8. When you reach 20 (made by a ten bar and ten unit beads), have the child take a ten and exchange
it for the ten unit beads bar to make 2 tens.
9. Ask if the cards say 20. No. Take the 9 card out of the slot and ask if there is a place that says 20
(the second slot does).
10. Have the child bring the two ten-bars down next to the second slot.
11. Add a unit next to the two ten bars.
12. Have the child count: 10, 20, 21.
13. Ask if that is what the cards say. No. Have the child add the 1 card to the 20 to make 21.
14. Repeat in this manner until 99.

Purpose:

Presentation 1:

 To teach the names twenty, thirty, forty, etc and to.

 Show the child that twenty is two tens and so for the up to ninety.

Presentation 2:

 To teach sequence, the numbers from 11 to 99.

Control of Error:

The child’s own knowledge.

Age:

4 1/2 years onward.

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