QUESTION 02

What do you know about the decimal system? How would you enable children to count any

quantity and identify numerals till 9999?

ANSWER:

The Decimal System

The decimal system is a numeral system which organizes and classifies numerical

quantities into different hierarchies of units. In the Casa it is offered when the child can count to

ten with complete understanding, with the knowledge of the symbols 1-9 and can recognize

zero. The child is given the total decimal system - clearly, simply, harmoniously and with its

unlimited, universal applicability. More knowledge at this stage (such as knowledge of the teens

and words used to describe the tens) distracts from the enjoyment of the minimalist aesthetic. At

this stage the child knows what is necessary and sufficient to see and apply the laws governing

the decimal system that ten units can be dynamically exchanged for one of the category above

etc.) The young child's Sensitive Period for Order and Classification ensures a greater thrill for

handling large quantities at this stage.

A tray containing Golden bead materials for introducing the decimal quantities of 1, 10, 100 and

1000

Geometrical

Material

numeration

entities are used by Montessori as

Abstractions for the decimal system of

1111

10

Golden Bead is a unit (point)

Golden Beads make a bar of ten'

bars often' make a hundred square

10

10 hundred squares make a thousand cube

Golden Bead Material

The golden bead material introduces the child to the decimal system with concrete

representations of the hierarchy of numbers. Quantity and place value of the decimal system are

explored by the child in activities in the operations of addition, subtraction, multiplication and

division

Excersicel : Presentation of the decimal system (Introduction to Beads (Quality):

This excersice requires a single golden bead, a ten bar, ahundred square, a thousand cube

and a dark green table mat. This excersice is conducted to introduce decimal system, one unit,

one ten, one hundred and one thousand. This excersice is for age 4 and above.

This is 3 period excersice. In period one teacher introduce the students with each one unit, one

ten and one thousand using above materials. In period two, directress should ask the student

about the above three that which of them are what. And in period three, directress should point to

quantity and ask

Exercise 2: Presentation Passing Nine game:

This exercise requires 9 unit beads, 9 ten bead bars, 9 hundred squares, 1 thousand cube,

and a dark green table mat. This exercise is conducted to introduce complete decimal system, and

to give the idea that after every nine progression, we must go to one of the next hierarchy. This

exercise is for age 4 to 5 years.

In this exercise teacher should ask student to unroll the mat, arrange the beads vertically

in categories along the top, count the units as directress place them, one below the other until she

have a vertical row of nine. Then ask what comes next, and indicate the bar of ten, count with the

child in tens, placing the bars of then beneath in a vertical row to the left of the units. Continue

doing this with the hundreds and acknowledge that after we have 900 we have 1,000. Indicate

the cube of 1.000.

Exercise 3: Group counting game:

This exercise requires 9 unit beads, 9 ten bead bars, 9 hundred squares, 1 thousand cube,

a tray and a dark green table mat. This exercise is conducted to introduce complete decimal

system, and to enable a child count any quantity till 9999. This exercise is for age 4 and above.

In this exercise teacher should invite a group of 4 to 5 students and she herself should

stand at the back. All the materials should be arranged in an order. Directress should put a

quantity in the tray and ask who could count. Teacher should indulge every student in the game

and the who is not taking part, she should call her name and ask that this student will count now,
and other students should watch him/her. The new hierarchy should also b introduced after few

instances so that student is able to count every number from 1 to 9999. Teacher could also

reverse the game by asking a quantity to place in the tray.

Formation of Large Numbers

This portion contains a tray containing cards that differ in length and color to introduce the

values of 1, 10, 100 and 1,000.

Exercise 1: Introduction to Decimal Symbol

This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and 1 thousand,

a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,

the hundreds printed in red and the thousand printed in green, Three small trays with small dishes

and two mats placed at a distance.

Build the beads and cards in this pattern with the child on mats spread at a distance.

Unroll a second mat at a distance; arrange the top categories of the Large Cards along the top of

the mat. Put them in order with the units on the farthest right. Lay the other cards out as for the

beads.

Ask the child to identify the card of l' then ask her, “what comes after '1'?', and place

the cards in sequence to '9'. At nine ask, what comes next and where the '10' card can be found.

Continue to count in tens while placing the cards vertically. At '90' ask her/him what comes next,

if she says, 'ten tens' ask her what 'ten tens' is, and then where '100' is. Do the same for 900 and

indicate the final card of 1,000.

1000 100 101

2000 200 20 2

3000 30 0 3 0 3

400 400 404

5000 50 0 50 5

6000 00606

7000 700 7 0 7

8000 80 0 8 0 8

9000

0909

Exercise 2: Complete layout of large number cards:

This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and I thousand,

a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,

the hundreds printed in red and the thousand printed in green, Three small trays with small dishes

and two mats placed at a distance. The main purpose of this exercise is to introduce students to

numeric symbols and to give the idea of progression to next hierarchy after every nine. Complete

the exercise as above but without golden beads.

Exercise 3: Group game identifying numerals:

This exercise requires complete set of number cards and a tray. This exercise is conducted

to introduce complete decimal system, and to enable a child read and compose any quantity till

9999.

In this exercise teacher should invite a group of 4 to 5 students and she herself should

stand at the back. All the materials should be arranged in an order. Directress should put a

quantity in the tray and ask who could tell what number is this. Teacher should indulge every

student in the game and the one who is not taking part, she should call her name and ask that this

student will tell now, and other students should watch him/her. The new hierarchy should also b

introduced after few instances so that student is able to tell every number from 1 to 9999.

Teacher could also reverse the game by asking a quantity to place in the tray.

Exercise 4: Group game Matching Numbers and Quatity:

This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and I thousand,

a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,

the hundreds printed in red and the thousand printed in green, Three small trays with small dishes

and two mats placed at a distance. This exercise is conducted to associate numerals with the

quantities and to provide further practice in decimals system.

In this exercise teacher should invite a group of 4 to 5 students and she herself should

stand at the back. All the materials should be arranged in an order. Directress should put a

quantity in the tray and ask who would count what number is this. After the student counts, she

should ask who would like to put the numerals with the quantity. Teacher could also reverse the

game by asking a quantity to place in the tray.

Exercise 5: Exchanging Game:

This exercise requires a enough quantity of golden beads, trays ad pots and a floor mat.

This exercise is conducted to count any number and to make child familiar with the process of
exchanging

In this exercise teacher should ask the student to arrange unit beads one after the other in

rows till he/she reach 10. Then ask her to exchange it with the 10 bead bar. Repeat the process

with all unit beads in the bank of beads till unit beads are left less than 10. Repeat the same

exercise using bars of 10 to form square of hundred and so using square of hundred to form cube

of thousand.

Exercise 6: The Bird's Eye View

This exercise requires 45 bead units, 45 ten bars, 45 hundred squares, a thousand cube, a

set of large number cards, a felt lined tray and a large green mat. This exercise is conducted to

enable a child to have a bird's eye view of the decimal system.

In this exercise teacher should place unit cards and ask the student which number is this.

After correct answer, teacher should tell the student to place the number of beads corresponding

to number. Teacher should repeat the same exercise with tens and hundreds and try to tell the

student different digits and numbers up to 9999.