Assignment 5

Module 5

Mathematical Exercises

Iqra Nayyab
D18333
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Question no.1:
How would you teach numbers 0-10 to a child according to
Montessori Method? Explain all the exercises in this group briefly in
your own words.
Answer:
The Montessori approach is very different and one of the easiest ways
to teach number concepts to children in early childhood. A Montessori
education provides children with many relevant opportunities to
explore the world of mathematics. A mathematical journey begins with
concrete experiences in a child's life and leads him to abstraction. The
possibilities of learning and teaching mathematics are very easy to find
in a child's daily life.
It is said that children's brains are like sponges, and they greedily
absorb what they are taught. It is very surprising to know that children
start mathematics at a very early age, albeit early childhood. In
Montessori education, teaching mathematics at an early age is not
considered a difficult task. The basic and most important task of
teaching a child through the Montessori Method of teaching is to make
concepts very clear and easy to understand. Numbers are taught. This is
because perfection in the life of children was Maria Montessori's basic
motivation. We should make math part of our children's daily activities.
There are many activities that make math fun not only for toddlers but
also for children (4 to 6 years old). Mathematics, like language, is a
product of human intelligence. It is clear that humans have a
mathematical mind. Montessori took from the French philosopher
Pascal the idea that humans have a mathematical mind. A child's mind
is always ready to understand the quantity, similarities, differences, and
patterns of things, to create order, to put things in order, and to take
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control of the mistakes of everyday life. Number Indirection Numerical

understanding is developed through experience with concrete objects
used in EPL exercises.

Number Rods:
There are 10 wooden rods varying in lengths from 1 decimeter (10 cm)
to 1 meter (100cm). each decimeter is painted in red and blue colour
section. The shortest rod that is 1 decimeter is red. Second rod which is
2 decimeter long, is colored red and blue, and so on.
Exercise 1: introduction to rods:
Material: 10 number rods and floor mat.

Presentation: the directress starts by reminding children the use of the

long rods. She then informs the children that there are rods similar to
long rods save for the fact that they are red and blue in colors. She then
encourages the children to arrange the rods in similar way as the long
rods with red ends on the left and evenly lined.
Exercise 2: Learning to count from 1-10
Material: 10 number rods and a floor mat.
Presentation: the directress takes the first three rods and points to the
first rod and says “ this is the rod of one”. She will repeat to emphasize
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for the other two rods as well by calling them by their respective
numerical names.
She will proceed by carrying out period 2 and 3 of the three period
lesson to familiarize children with numbers, after which she will carry
proceeding on 4 and so on until all 10 numbers are done.
Exercise 3: sandpaper numbers:
Material: numbers from 0-9, cut out of the finest grade sandpaper,
mounted on wooden or acrylic green cards. (Number “0” is sipped and
presented after working with the spindle boxes)
Presentation: The directress begin by sensitizing fingers and
introducing the children to the material. She then takes out number 1,
traces it with her fingers and pronounce it as ‘one’, asking the children
to repeat after her. She repeats this exercise for number 2 and 3,
moving on to three period lesson for them before progressing towards
the rest of the numbers.
Exercise 4: The Number Rods and the Numerals
Material: The Number Rods, set of white or acrylic cards with
numbers from 1 to 10 and a floor mat.
Presentation: The directress starts by placing the Number Rods as well
as the cards onto the mat. She then points at a red rod and ask the
child to pronounce its numerical name as well as bring over the
relevant number card and place it next to it. She will repeat until the
exercise has been repeated for all the rods and numbers.
Exercise 5: The Spindle boxes:
Material: A wooden box with ten compartments. At the back of each
compartment is painted a number in black, starting from 0 to 9, as
well as 45 wooden spindles.
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Presentation: the directress introduces the materials to the child. She

points at the compartments as well as the numbers each and asks the
child to name the numbers. She explain to the children that these
numbers will tell us how many spindles to put into the box. She will
start by pointing to the number ‘1’ and the child will read it out loud
and the she will ask him to put ‘1’ spindle in the box. She will repeat for
all the numbers, in the end, she will point at compartment ‘0’ and she
will say ‘This is zero, zero means nothing, that’s why there is nothing in
this compartment’.
Exercise 6: Number cards and counters:
Material: Number cards, and counters:
Presentation:
 Ask the child to find the 1-card and place it on the left side of the
table.
 Ask the child to find the 10-card and place it on the right side of the
table. (If you are using the numbers and counters material, show the
child how to put a 1 and a 0 together to make 10.)
 Ask the child to order the remaining cards between 1 and 10.
 Point to the 1-card and say, “One”, and place a counter below it,
saying, “One” as you lay it down.
 Point to the 2-card and say, “Two”.
 Place a counter below the 2-card and to the left and say, “One”, and
place another counter to the right of the first counter and say,
“Two”.
 Repeat the procedure for the 3-card and place the third counter
below and to the center of the first 2 counters and say, “Three”.
 Continue with this procedure and invite the child to participate
when they feel ready.
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 When all the counters have been placed, invite the child to name
each number card and count the number of red counters below.
 Ask your child to return the material to the shelf or see if they
would like to try the activity themselves.
Differentiating odd and even numbers

After the initial activity has been correctly completed, sit with the
child to notice with them the differences in the composition of
the counters below each number card.
 They should notice that some numbers have counters that are not
paired up. Explain to the child that the numbers with only paired
counters are called even numbers and the numbers with an
unpaired counter are called odd numbers.
Odd and even number identification

 Invite the child to order the number cards without laying the
counters below them. Then, ask the child to identify which are
even and which are odd.
 The child can check to see if they are correct by placing the proper
number of counters under the number cards.
 After the child has mastered this extension, the number cards can
be randomly scattered on the table and the child can be invited to
identify them as even or odd when they are out of order.

Sorting by odd and even numbers:

Write on 2 index cards, “Odd” and “Even” and place one card on each
side of the table. Invite the child to place each number card below the
“Odd” or “Even” index card where it belongs. The child, again, can
check their work by placing the proper number of counters below each
number card.
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These exercises can help reinforce the concept of numbers and after
hands on experience the children remember the things for good.

Question no.2:
What do you know about the decimal system? How would you enable
children to count any quantity and identify numerals till 9999?
Answer:
Decimal System:
The decimal system is a numeral system which organizes and classifies
numeral quantities into different hierarchies of units. And lays a strong
foundation for all future math. It is introduced to the children when
children are good enough in numbers from 1-10 and can recognize the
properties of zero as well as the numbers 1-9. The child is given the
total decimal system in a clear and simple manner with real materials
that illustrates the difference between one unit and one thousand etc.
The Montessori approach uses the decimal system materials to
introduce addition, multiplication, subtraction and division as well. The
children learn the operations using numbers in thousands, but it is easy
for them because the concrete objects and order of the lessons. They
are learning place value from a very early age, but it is in simple
intervals that makes it approachable.
Geometrical entities are used by Montessori as material abstractions
for the decimal system of numeration.
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Material : A tray containing 1 golden bead unit, 1 golden ten-bar, 1

golden hundred square and 1 thousand cube.
-A 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.
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.
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Material 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 Presention 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. Compair the material in the box to the mterial 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 comapir 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.
7. Repeat and discuss for the thousand.
8. Place the thousand from the box above the hundred at the top of
the mat.
9. Have the child bring over a small mat and place it far away from
the supply mat.
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10. Have him also bring over a tray with a small dish on it and
have him place it onto the small mat.
11. Sit next to the small mat with the child.
12. Ask the child for a precise amount of units, such as 5 units.
13. 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.
14. Have the child bring the material over to the small mat and
have him count it to check.
15. Repeat by giving the child other amounts to get, such as : 4
tens, or 7 hundreds, or 5 thousands.
16. After some time, you place an amount of material onto the
tray and have the child count to tell you how much there is.
17. Repeat this until the child seems comfortable with this
exercise.
18. When the child can work well with one category, introduce
two categories such as 4 unit’s ans 2 tens. Continue like this for
three categories and then four categories.
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Question no. 3:
Explain addition and multiplication exercises in your own words?
Answer:
In addition, smaller quantities (addends) are put together to make
a larger quantity (the sum). We make the addends with small
number cards and the sum with large ones to reinforce this
understanding.

1. Addition with exchanging:

Materials:
 Golden beads bank
 1 set of large number cards
 3 sets of small number cards
 3 trays and small containers for carrying units
 A floor mat
Exercise:
This is a group exercise for a few children. One child is put in
charge of the golden bead table, another of the large number
cards, and a third child is responsible for the small number
cards. This problem will include three addends, in order to
involve more children in the activity. Again, the sum must not be
more than 9999, the limit of the material.

3465 +1876 +1389 =

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The teacher takes three trays. She asks the number card person
to make the addends 3465, 1876, and 1389 in small number cards
and place one addend on each tray. The child does so, making
each addend from a separate set of small number cards.
The teacher hands a tray to each of three children. She asks each child,
in turn, to read the numeral on his or her tray. When they have all
done so, she asks them to collect the golden beads which correspond to
the numeral on their tray. The children help themselves to material
and bring it back to the teacher. She does not stop to check the
quantities. Assumes the children have brought the right amount. She
takes a tray and says, "You have brought 3465." She takes the golden
beads off the tray and places them on the mat. She takes the addend
and places it at the top of the mat. The teacher takes the next tray and
says, "You have brought 1876." She takes the golden beads off the tray
and places them beneath the first quantity. She places the addend
under the first addend at the top of the mat. The teacher takes the
third tray and says, "You have brought 1389." She takes the golden
beads off the tray and places them under the other quantities on the
mat. She places the addend under the other two addends at the top of
the mat. She is careful always to place the hierarchies under each
other.
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The teacher indicates the material and says, "Here we have 3465,
1876, and 1389. We will add them together and see how much
we have all together. She can do the addition herself or ask a
child to add the quantities by pushing them together.

When the quantities have been added (placed together), she asks
one of the children to count the units. (It is wise always to get the
child to count the units into the lid of the unit box. There is less
likelihood of a mistake and the units do not get lost.) The child
counts the units and when he reaches ten, the teacher asks him to
take the ten units to the banker and exchange them for a ten
bar. The ten bar is placed above the ten bars on the table, where
a carrying figure would be recorded in a written problem. It is
found that units can be exchanged for ten bars twice. There are
no units left over.
The teacher points out to the
children that there are two
ten bars resulting from
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changing units for tens and that these must be counted with the
tens. The tens are counted. There are enough to exchange for 2
hundred squares and to have 3 ten bars left. The large number
card "30" is placed beside them.
The hundreds are counted. Ten hundred are changed for one thousand
at the bank. The thousand is placed above the thousands on the
mat. The rest of the hundreds are counted. There are seven. The large
number card "700" is placed beside them. The thousands are
counted. There are six thousand so the large number card "6000" is
placed beside them.
The teacher superimposes
the number cards to get 6730.
She puts them below the addends
at the top of the mat.
The teacher repeats the problem.
"We took 3465, 1876, and 1389.
When we added them together,
we got 6730." More problems are worked in this way.

Once again, the sum of the addends cannot be greater than 9999.

3465 addend

1876 addend

1389 addend

6730 sum
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2. Addition without exchange:

Materials

1. Unlimited Golden Beads (no more than 9 thousand).

2. Large Number Cards.
3. At least 3 sets of Small Number cards.
4. An Operational Mat.
5. At least 3 trays and pots for carrying units.
6. A floor mat.

Presentation

1. This is a group activity.

2. Directress invites the children to take the Large and Small number
cards from the shelf and to lay out the cards on the floor mat.
3. Meanwhile, Directress sets up the 'bank' and lays out the
operational mat on the table.
4. The Directress sets an addition question, e.g. 1422 2145.
5. She gives each of the two children a tray and specifies what
numbers to bring for each of them.
6. Each child has to go to the bank and collect the quantity of beads
required, and then proceeds to collect the small number cards.
7. They collect these on their tray and place them on the operational
mat.
8. The two amounts are arranged one under the other, with units
below units, tens below tens and so on.
9. Directress then invites one of the children to start counting the
beads beginning with the units. as each column is counted (or
added together), the beads are placed together right at the
bottom of the mat.
10.The total at the bottom is noted and the child is asked to get
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the corresponding large number card, which will be

superimposed and placed right at the bottom of the mat, i.e. a
total of 3567.

11.At the end of the operation, tell the children they have added
together two smaller numbers and made one larger number.

Multiplication:

The Multiplication Board is a wooden board used in a Montessori

classroom in the Math area. The board has 100 holes arranged in 10
rows of ten. There is a slot on the left of the board for the number card
to be inserted in. The numbers 1-10 are printed along the top of the
board. A red counter is slotted into the top left-hand corner of the
board.

For this activity, we also use 100 red beads which are kept in a wooden
box, ten numbers cards with the numbers 1-10 printed on them in red,
which are kept in another wooden box, Multiplication Series 1, 2, and 3
sum cards, a whiteboard marker and cloth.

The directress begins by introducing the board, the box containing the
beads, and the box containing the number cards to the child. She shows
him the series sum card and points out that they need to multiply by 2.
She asks the child to find the number 2 card and shows him how to
place it into the slot on the side of the board.

She reminds the child of the multiplication (x) and the equals (=) signs.
The directress then reads the first operation from the sum card to the
child (1 x 2 =) She tells him that we need to take 1 twice. She shows him
how to place the red counter above 1 on the board, she then places 2
beads below number 1.

The directress explains to the child that the answer is the number of
beads on the board. She asks him to count the beads (2) and then she
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shows him where to record the answer. The beads are left on the
board.

The directress reads the next operation (2 x 2 =) and moves the counter
above number 2. She tells the child that they need two 2’s. She counts
out another 2 beads and places them to the right of the beads that are
already on the board. The directress tells the child that they need to
count all of the beads on the board (4). She shows him where to record
the answer on the card.

The directress reminds the child

to leave the beads on the board
and lets him a turn with the next
operation. Once all of the sums
have been completed, she
shows him how to check the
answers and how to erase
them from the card.

This activity shows the child

different ways of doing
multiplication,
reinforces
multiplication, and the multiplication (x) and equals (=) signs, as well as
this activity gives the child an understanding of the process of
multiplication and to memorize the multiplication tables.
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Question no.4:
Explain how would you give the concepts of subtraction and division?
Answer:
Subtraction:
Once a child has understood the concept of numbers from at least 1-10
as well as the principles of addition, he/she will be able to move on to
learning subtraction. As with all Montessori math lessons, the aim is to
turn abstract concepts into something concrete (with representative
materials) thus enabling easier understanding.

 Subtraction without change:

This activity teaches the child how to do subtraction with the golden
beads. In Montessori Maths the term ‘minuend’ is the larger number
which is made up of the large number cards. And the term
‘subtrahend’ is the smaller number which is subtracted from the larger
number, is made up of the small number cards.
This activity can be done in groups or individually. The directress begins
the activity by asking the child to lay out the floor mats one by one onto
the carpet. She then comes up with a number, for example, 587 from
the large number cards and places it on the child’s tray. The child then
goes to the banker to collect the corresponding beads for that number.
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The directress makes up a smaller number, for example, 345 from the
small number cards. The child is asked to subtract the units first, then
the tens, then hundreds.

She reminds the child that the smaller number is taken away from the
larger number. The child begins to subtract five units from seven units.
Then moving onto the tens, subtracting four tens from eight tens, and
finally the hundreds, he subtracts three hundreds from five hundreds.
The child ends up with the answer of 242.

The directress asks the child to fetch the small number cards for 242
and to place them on the mat. She helps the child to pack away and
comes up with more sums if the child wants to continue.

 Subtraction (with change)

Subtraction done with the Dot Game:

The directress begins the activity by reading through the operation with
the child that is written on the dot paper in expanded notation, for
example: (8752 - 6435) the directress draws two dots in the green
marker in the unit column. She then asks the child to draw five blue
dots in the tens column, seven red dots in the hundreds column and,
eight green dots in the thousands column.

The directress reminds the child that they need to take five units away.
The child realizes that they cannot take five away from two. The
directress then reminds him that they can take one ten away from the
tens column and draw 10 dots in the units column, as they are the
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same. She crosses out a dot in the tens column and places 10 dots in
the units column. The child now notices that five can be subtracted.

The child counts and records the answer in the green marker in the
units column. The child is encouraged to continue in the same manner
with the same tens, hundreds, and thousands exchanging if need be
and counting and recording the answer in the correct column, using the
correct colour marker.

Once the operation is complete, the directress reads through the

answer with the child and helps him to pack away.

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.
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.
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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.
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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
Begin by telling the children that division is different than the other
operations. We must start with the thousands.
1. 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.
2. Give each child 1 thousand and have them get the card.
3. Have a child exchange the last thousand for 10 hundreds.
4. Give each child 1 thousand until they all have 5 hundreds.
5. 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.
6. Ask another child to do the same for the other ten.
7. Count all of the units. (26)
8. Give each child a unit until they all have 8 units. Discuss Have then
get the correct cards.
9. Have them place their cards together and read what each child
has.
10. Notice how they all have the same number.
11. Lay out all of the children’s cards under the large cards.
12. Read 4526 divided by 3 is 1508.
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13. 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.
14. Reread: “4526 divided by 3 is 1508 with a remainder of 2.”
Long Division
Bring the directress tray over to the supply mat with the children.
Ask for 2568 in material.
1. Bring the tray back over to the working mat with the children.
2. Count out the numbers of each and ask the children to bring the
corresponding cards over.
3. 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.
4. Ask the first child to go ask nine of their friends if they would
come over for just a moment.
5. 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.
6. 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.”
7. Give the other thousand to the first child and each of the other
children a hundred square. Have them get the cards.
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8. Give the first child a hundred square and the other two children a
ten bar.
9. Have then get the appropriate cards.
10. Repeat in this way until all of the beads have been shared
appropriately.
11. Have each child count what they have and choose the
correct cards to show the number: 2140, 214, 214.
12. Roll out the long red mat and have the first child re-invite his
nine friends to sit behind the red mat.
13. Discuss how you want to give each of their friends some of
your beads but you can’t because you only have 2 thousands.
14. Divide the 2140 by ten, exchanging when necessary.
15. 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
16. Look at the two other children sitting next to this first child
and notice that they too have 214.
17. Then look at the nine friends and check if they all have 214.
Say, “You all have the same amount!”
18. 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.
19. Read out loud: 2568 divided by 12 is 214.
20. Excuse the nine friends and have the three children replace
the material.
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Question no.5:
What are teens and tens boards? Explain their purpose and usage.
Answer:
Teens Board:
These are two rectangular wooden boards each divided into five
sections by a raised slat. The number “10” is written in each
section. The boards are accompanied by nine tablets called “Digits”
each printed with numbers “1” to “9” and this can be slid between the
slats to cover the “0” in the “10”s.
This is where the beauty of Montessori math would stand out, it allows
the child to experience the use of materials and its purpose, and once
confidence is gained the child can work with the material
independently.
Materials Needed for the Activities (for both teens & tens)
 The Teens Number Board
 9 ten bars
 1 set of colored bead bars (1-9)
 Numerals 1-9
 A floor mat
How to Use the Montessori Teen Board
Using the short bead stairs and the ten bars, we first formed eleven
that is showing to the child a ten bar and one bead. We counted the
ten bar and the red bead saying “eleven”. Do the same thing for twelve
to fifteen, counting slowing and naming the teen beads. Remember to
place the beads from left to right. Conduct a three lesson period on
these teens.
On separate occasions, repeat the same process of introducing the
remaining numbers up to “nineteen”. Always start on the numbers the
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child has already learned, working your way from left to right, and
conducting a three lesson period after which.
SYMBOL:
Show and name to the child the Montessori Teen
Board. Position the boards into one long column with
the five “10s” on top. Familiarize the child with the
board, let the child identify the number written on the
slots (10). Place the “Digits” on right of the boards
randomly or in an ordered stack with the “1” on top.
Take the 1 Digit and gently slide it into the first “10”
replacing the “0” and sat “This is eleven”. Do the
same thing to numbers “12” to “19”.
Hand-eye coordination is also promoted
into this other than learning how to count.
Tens Board:
Montessori Tens Board with Beads, also called Seguin Board B or Seguin
Board 2. Using the Tens Boards, the child explores the number names
of the tens and the sequence of numbers 11–99.
How to use:
1. Lay out the material on a mat as shown
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2. Point to the number 10 on the board.

3. Place a ten bar to the right.

4. Then, put a separate bead with 10-bead stair

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5. Replace no. 0 with 1

6. Place it

Repeat it accordingly till 19

Purpose
 To associate the names of “eleven” to “nineteen” to their
quantities and number symbols.
 Children can count using both a representative and symbol of a
number.
 This hands on approach to numbers, counting and sequencing
supports a variety of learning styles and abilities