IQRA NAYYAB – D18333

IQRA NAYYAB – D18333

Question 1:
Explain different groups of Montessori math exercises and how the
directress should efficiently present exercises through sequential and
parallel work in various groups.
Answer:
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
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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.
Sensorial Material is mathematical material:
The source of sensation is the
source of mathematics. Exactly so.
It is accurately presented
and used accurately by children.
The activity requires precision so
that the child can touch isolated
concepts, draw from their
essence through repetition,
and gain a clear abstraction.
These concepts help children
organize their minds. He can
categorize experiences. Clear
recognition and classification capabilities lead to accurate conclusions.
Sensory work is preparation for studying order and progression. This
helps the child build a spatial representation of size and form a diagram
of its size like Pink Tower. Math problems are grouped. There is
sequential work and parallel work.
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Group 1: (Numbers through ten)

The experience of this group is continuous. When the child fully
understands her numbers up to 10 (number sticks/sandpaper
numbers/spindle boxes/cards and counters/golden and colored bed
rails). In this group, children build basic concepts of numbers, but also
recognize the relationship between quantity and numbers.

Group 2: (DECIMAL SYSTEM)

Once the child has a thorough understanding of the numbers up to 10,
the decimal system can be introduced. The focus here is on the
hierarchy of decimal systems and how they work. Children also begin
by practicing simple calculations that are arithmetic operations. For
example, there are four arithmetic operations
Addition, multiplication, subtraction, division.
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GROUP 3: (COUNTING BEYOND TEN)

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.
GROUP 4(MEMORIZATION OF ARITHMETIC TABLES):
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.

GROUP 5(PASSAGE TO ABSTRACTION):

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
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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.

GROUP 6(FRACTIONS):
The sixth group of materials, fractions, can work parallel to the group of
making abstractions and the early work with the fractions can begin
with sensorial work.
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Question no. 2:
Explain the exercises which enable the child to count till 1000?
Answer:
There are two ways which enable teach children count till 1000.
1. Linear counting
2. Skipping counting
Linear Counting
Liner exercises helps the child learn to count till 1000 ,along with
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 stage, the child learns to count till
100,and in the second stage he masters counting till 1000.
Purpose:
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.
Material 1:

 The hundred chain consisting of 10 bars of 10.

 The hundred square
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 An envelop containing arrowed labels:

 Green labels marked 1 – 9
 Blue labels marked 10 – 90
 A red label marked 100
 A large sized mat or runner
Presentation 1:
The 100 Chain

1. Bring the child to the chain cabinet.

2. Show the child the bars on the shelves and discuss with the child if
he has seen bars like these before.
3. Begin counting with the child starting from the unit to the 10 bar.
4. Have the child unroll the runner just a little ways.
5. Show the child how to hold the 100 chain by both ends and have
him lay it vertically at the bottom of the mat.
6. Have him place the tray below the 100 chain.
7. Slowly fold the chain together to create the hundred square.
8. Notice that it looks like the hundreds square.
9. Place the hundreds square on top of the folded ten chain to show
that they are the same.
10. Remove the hundred square and have the child gently re-
straighten the ten chain.
11. Take out the unit tickets (green) and tell the child what they
are called. Line them in a vertical line to the left of the ten chain.
12. Show the child the ten tickets (blue) and place in a vertical
line above the unit tickets.
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13. Label the first ten by using the unit tickets and placing them
on the left of the chain.
14. Count with the child 11-20. At the 20 mark, place the ticket
that has 20 on it to the right of the 20 bead.
15. Counting by units, continue placing the ten tickets until you
reach 100. Have the child place the red 100 ticket next to the 100.
Tell the child: “You have just counted to 100.”
16. Ask, “How many beads are in this chain?” (100) Point to the
hundred square, “And how many are in this?” (100)
17. Count with the child all of the tickets: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 20, 30, 40, 50, 60, 70, 80, 90, 100.
18. Then count backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20,
10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
19. Have the child replace the tickets into their correct envelops
and then replace the rest of the material.

Material 2:

 A thousand chain consisting of 100 bars of 10

 Ten squares of ten
 The thousand cube
 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
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Presentation 2:
1. Tell the child that today we are going to look at an even longer
chain than the 100 chain.
2. Have the child unroll the runner all the way.
3. Show the child how to hold the 1000 chain.
4. The directress carries the chain to the runner, with all of the
strands laid out straight.
5. Have the child bring over the cube and the large box on a tray
over to the runner. Also bring over the hundred squares.
6. Tell the child that you are going to try to fold the chain just like
you did with the 100 chain.
7. Make a hundreds and ask the child what you made. Place a
hundred square next to the one you just made.
8. Repeat until the whole chain has been folded in hundred squares.
(The child can begin to make them after a while)
9. Place each of the hundred squares next to the hundred square
you have made with the child.
10. Then place the hundred squares on top of the hundred
squares you and the child have made.
11. Count with the child to see how many hundred squares
there are.
12. Have the child place each hundred square on top of each
other.
13. Notice that it looks just like the cube. When we have 10
hundred squares, we know that we have 1000 beads
14. 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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15. Have the child gently pull the 1,000 chain straight. (Have him
keep the chain near the left side of the runner.
16. Have the child lay out all of the tickets.
17. 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)
18. At the 1,000th bead, also place the cube.
19. 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.
20. Go back to the beginning and count: 100, 200, 300, 400, 500,
600, 700, 800, 900.
21. Ask the child how many he had at the end: 1000.
22. Go back to the beginning and count the tens. 10, 20, 30, 40,
50, … 100, 110, 120, … 400, 410, 420, … 980, 990, 1000.
23. Then have the child count by tens backwards.
24. Then child can then put the material away.
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Skipped counting
Materials
- A cabinet of cubes, squares, and chains ranging from 2 to 9, including
the unit bead:

 Chains of 1 in red with corresponding labels in red marked 1.

 Chains of 2 in green with corresponding labels in green marked 1,
2, 4, 6, and 8.
 Chains of 3 in pink with corresponding labels in pink marked 1, 2,
3, 6, 9 up to 27.
 Chains of 4 in yellow with corresponding labels in yellow marked
1, 2, 3, 4, 8, 12 up to 64.
 Chains of 5 in light blue with corresponding labels in light blue
marked 1, 2, 3, 4, 5, 10, 12 up to 125.
 Chains of 6 in purple with corresponding labels in purple marked
1, 2, 3, 4, 5, 6, 12, 18 up to 216.
 Chains of 7 in white with corresponding labels in white marked 1,
2, 3, 4, 5, 6, 7, 14, 21 up to 343.
 Chains of 8 in brown with corresponding labels in brown marked
1, 2, 3, 4, 5, 6, 7, 8, 16, 24 up to 512.
 Chains of 9 in dark blue with corresponding labels in dark blue
marked 1, 2, 3, 4, 5, 6, 7, 8, 9, 18, 27, 36 up to 729.
- A large sized mat or runner
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Presentation
As an introduction to the other chains, begin with a chain from the
middle such as the 6 chain.
This is to be presented in the same way as the 10 chain and 1,000
chain.
Note:
The Child does not need to be shown each of the chains.
Exercise:
The child can then work with any of the chains.
Purpose
Direct:
- To give the child other means of counting than by one by one
as they did in the chains of one hundred and one thousand
(respectively, the square and the cube of 10)

Indirect:
- For squaring and cubing. The child comes to realize the different
quantities in the square and the cube as a number.
- Also the relation of the square of a number to the squares of other
numbers and of the cube of a number to the cubes of other numbers,
- An indirect preparation for multiplication e.g. 5 x 2 = 10, etc.
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Control of Error:
The Child's own
knowledge
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Question 3:
Print *Dot Game paper (from the link given below) and send three
solved problems, each carrying four addends.
Answer:
Dot Game
This Montessori Math activity is a little more difficult as it introduces
the child to 10,000 place value, as well as it strengthens the child’s
abstraction ability with addition, multiplication, and subtraction sums.
The directress either uses the specific Montessori Dot Board or
prepared dot paper in the following exercises:

The Dot Game: Static addition (without change)

The directress teaches the child how to find the sum of two or more
numbers, without an exchange being made using the dot game. The
child is encouraged to record the answer in colour-coded markers
representing, thousands, hundreds, tens, and units.
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The Dot Game: Dynamic addition (with change)

This activity is very similar to the one mentioned above. The difference
here is an exchange will need to be made, hence the word ‘dynamic’.

The Dot Game: Static multiplication (without change)

The directress teaches the child yet another fantastic way to find the
product of two numbers. In this case, it is through the dot game. The
child begins to understand the association with a dot to its
representative quantity

The Dot Game: Dynamic multiplication (with change)

In this activity using the Montessori Dot Game, the child learns how to
change hierarchies when multiplying. This is great multiplication
practice for the child.
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The Dot Game: Static subtraction (without change)

The directress teaches the child how to find the difference between
two numbers using the Montessori dot game. The child is encouraged
to record the answer in the colour-coded markers on either the dot
board or dot paper.

The Dot Game: Dynamic subtraction (with change)

The directress uses the dot game to show the child another wonderful
way to find the difference between two numbers when exchanging
hierarchies

There is another presentation with two stages (A & B)as well.

Dot Game

Materials

- Squared paper inserted into a frame of ground glass or slate with

columns headed 1, 10, 100, 1,000, and 10,000. The columns are divided
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into small squares so that there are ten in each horizontal row. At the
foot of each column are two spaces, the upper one for carrying figures,
the lower one for the result. There is a blank column at the right side
where the problem to be done is written.

- A good lead pencil

- A purple or orange pencil

- A ruler

Presentation

Stage A

 Invite a child to come and work with you. Introduce him to the
new paper and have him bring it over to the table.
 Show the child the different columns on the paper and introduce
the child to the new number of 10,000.
 Tell the child you are going to write and addition problem and
write one on the right side of the grid.
 Have the child choose at least three more 4-digit numbers.
 Once all add-ins have been written, draw a line with the ruler and
write in a plus sign.
 Look at the first number and write a dot in the units column for
each unit in the first number.
 Repeat for the tens, hundreds and thousands.
 Repeat for each add-in until the whole grid is filled with the
appropriate amount of dots.
 Then count the first row of dots in the units from left to right.
When you get to ten dots, cross it out and make an orange dot in
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the first bottom large square. As you do so, say: “This represents
one ten.”
 Continue counting the units in this same way. (Crossing off each
ten units and marking with an orange dot.)
 Write the number of units left in the second bottom square.
 Look at how many orange dots you have in the units column.
Mark that amount in a number in the tens column. Tell the child,
“I am carrying over 2 tens.”
 Also place two orange dots next to the last pencil dot in the tens
column.
 Repeat in this way for the tens column, the thousand, and the 10
thousand columns. Always carrying over what needs to be.
 Read the answer with the child, emphasizing the ten-thousand
number. E.g. Thirty-two thousand, one hundred and fifty two.
 Have the child write the answer under the problem one the right
side of the paper and show the child where we place the comma
to separate the thousands.
 Read the whole problem with the child.

Stage B

This is to be done in the same way as in Stage A, but this time

have the child make the dots for all of the units, then all of the
tens, then all of the hundreds, and then all of the thousands. This
is to be done from the top unit to the bottom unit.

Exercise

The child can work alone, creating his own addition problems and
finding the answers as he was shown.

Notes

This work can be done after the Stamp Game in Addition.

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Purpose

- To give the child further understanding of addition in the

decimal System and to give him a sense of an ability to work with
large numbers.

- To emphasize the fact that in each category, there are never

combinations that come to more than 9, so that it is just as easy
to add tens of thousands together as it is units.

- The making of tens focuses on the child’s attention on the

process of carrying.

- To further familiarize the child with the different categories.

- A first abstraction in the decimal System.

Control of Error

The directress. It is not the exactness of the result that is sought,

but what has been stated as the direct purpose.
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Question 4:

Explain the presentations of Multiplication board and Division board

in your own words. Also make illustrations.

Answer:
Multiplication Board

The multiplication bead board is used for practice with the

multiplication tables 1x1 though 10x10. The box consists of a
perforated multiplication working with 100 holes in rows of ten
arranged in a square, a box with small plastic cards numbering 1-10
which represent the multiplicand, a red disc which marks the multiplier
and a box of 100 red beads. At the left side of the board is a window
with a slot for the insertion of the cards.
Purpose
To give practice in multiplication leading to the memorization of the
essential multiplication tables.
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
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Chart1:

Chart2:

Presentation
1. Show the child the material and have him bring it to the table.
2. 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.”
3. Show the child how to slide the card (4) into the slot on the side
of the board.
4. Tell the child, “This tells us we will be doing the table of 4.”
5. Place the little red disc above the 1 at the top of the board.
6. Say, “This tells us we need to take 4 one times.
7. Using the red beads, place 4 one times in a vertical line.
8. Have the child count how many beads there are on the board.
9. Tell the child, “4 x 1 is 4” Have the child write the answer on the
paper next to the equation.
10. Move the disc over above the 2.
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11. Tell the child, “We now need 4 two times. But we already
have 4 one times.”
12. Have the child place the red beads in a vertical line next to
the first four.
13. Have the child count the total number of beads on the
board.
14. Say, “4 x 2 is 8”.

15. Repeat in this manner. When the child reaches 4 x 4, have

him say the equation with you.
16. 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.
17. Have the child read all of the equations and answers written
on the piece of paper.
18. The child can check his work on Multiplication Chart 1.
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Exercise:
The child, over time, does each of the tables in the same way. He can
then make a booklet of the tables.
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Division Board
The Division Board is a wooden board that lives in the Math area of a
Montessori classroom. The board has 81 holes that are arranged in 9
rows across and 9 rows down. There are numbers from 1 - 9 printed
across the top of the board and down the left-hand side of the
board.
Purpose
To familiarize the child with the various ways in which numbers may
be divided
Materials

 The unit division board

 9 green skittles
 A box with 81 green beads
 Printed division slips

Introduction
1. Show the child the material and have him bring it to the table.
2. Look at the board with the child. Show him all the places for
the beads.
3. Show him the numbers at the top of the boards and tell him
that they are the dividend.
4. Tell him the numbers on the side will be the answer.
5. Write 27 ¸ 9 = on squared paper.
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6. 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.
7. Place 27 green beads into the glass bowl.
8. Ask the child how many times will we give 27 out. (9)
9. Place 9 green skittles along the top of the board.
10. Give each skittle a bead until there are no beads left.
11. See below for the equation in progress:

12. Say, “27 ¸ 9 is 3”. Point to the 3 along the vertical side of the
board.
13. Have the child write in the answer to the equation.
14. Have him replace the beads into the bowl.
15. Ask the child how many beads we have in the bowl. (27)
16. Tell him as you write the next part of the equation on the
second line of paper, “27 ¸ 8 =”
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17. Have him do this equation as he had just done the last.
18. Have him write the answer with the remainder.
19. Read the whole equation with the child.
20. 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.”
21. Repeat as above for 27 ¸ 6 =
22. After the child has written the answer and the remainder
check to see if the remainder is smaller than the dividend.
23. Repeat in this way for the entire sheet of paper.
24. 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.”
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Presentation

1. Write 81 ¸ 9 =
2. Have the child count 81 beads into the glass bowl and place
nine skittles at the top of the board.
3. Have the child do this equation as written above.
4. Read the finished equation out loud with the child.
5. Then write: 81 ¸ 8 =
6. Have the child do this equation and write in the remainder.
7. Look with the child at the remainder and notice that it is
bigger than the dividend.
8. Cross off the whole equation.
9. Repeat for 81 ¸ 7 =
10. Repeat for 81 ¸ 6 =
11. 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?”
12. The child should notice that the remainder gets bigger
and bigger as the dividend gets smaller and smaller.
13. Decide together that because of this pattern, only 81 ¸
9 works.
14. 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.
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Question 5:
How is stamp game introduced to the child? Also explain how
subtraction problems can be solved with stamp game.
Answer:
The Stamp Game
It is a Montessori mathematics, material used by an individual
child to practice the operations of addition, subtraction,
multiplication and division. It is presented to the child after they
have been introduced to the decimal system using the Golden
Bead Material. It is suitable for ages 4½ to 7 years of age.

The Stamp Game: bridging exercise

The directress uses the Presentation Tray as well as the stamps from
the Stamp Game box in this activity. The main aim of this exercise is to
match the ‘concrete’ beads from the Presentation Tray to the ‘abstract’
stamps. This prepares the child for operations that will be done with
the stamps.
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The Stamp Game: formation of a number

This activity gives the child practice in forming a number with the
stamps, the directress will ask the child a few times to make a number
using the stamps. Through this activity the child becomes more familiar
with the stamps, and how to use them.

The Stamp Game: Static addition (without change)

The child will learn a new way to add numbers, using yet another
phenomenal Montessori material. In this case, the child will use the
stamps to do addition without exchanging numbers - ‘static’
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The Stamp Game: Dynamic addition (with change)

In this activity the directress teaches the child how to add numbers
together, again using the stamps. This time an exchange will need to be
made, hence the word ‘dynamic’.

The Stamp Game: Static multiplication (without change)

The child learns another fun and interesting way to multiply. The
directress teaches the child how to do multiplication using the stamps,
in this case, no exchange will need to be made. This activity reinforces
expanded notation, as well as gives the child further practice finding
the product of a number.

The Stamp Game: Dynamic multiplication

(with change)

This activity is very similar to the one mentioned above.

The difference here is there will be an exchange in
hierarchies, hence the word ‘dynamic’.

The Stamp Game: Static subtraction

(without change)

The child learns a new way to do subtraction in this activity.

The directress shows him how to use the Montessori
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stamps to subtract one number away from another

number. There will be no exchanging necessary in this
exercise.

The Stamp Game: Dynamic subtraction (with change)

This Montessori Math exercise is very similar to the one mentioned

above. This one differs as the child will need to exchange hierarchies -
‘dynamic’.

The Stamp Game: Static division (without change)

The directress shows the child how to divide a given number using the
Montessori stamps. There will be no exchange necessary in this activity
- ‘static’. This is a wonderful exercise that reinforces the division and
equals sign, as well as gives the child further practice with expanded
notation.

The Stamp Game: Dynamic division (with change)

This activity is very similar to the one mentioned above. The difference
here is the child will have to exchange hierarchies, hence the word
‘dynamic’.