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Module 5: Mathematical
Exercises (Part 1)
Assignment

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Q-1: How would you teach numbers 0 to 10 to a child

according to Montessori Method? Explain all the exercises
in this group briefly in your own words.

Number Rods. These are ten wooden rods similar to the Red Rods. Their lengths vary
from 1 decimeter to 1 meter. Each decimeter is painted in red and blue sections. The shortest
rod that is 1 decimeter is red. The second is 2 decimeter long, with one-half painted red and the
other half blue. All the other rods are divided in a similar manner.
1. Exercise 1: Introduction to Rods
a. Material: Ten number rods and a floor mat
b. Presentation: The directress starts by reminding children the use of the long rods. She
then informs them that there are rods similar to long rods save for the fact that they are red
and blue in colour. She then encourages the kids to arrange the rods in similar fashion
to how they did with the long rods, with the red ends on the left and evenly lined.
2. Exercise 2: Learning to Count from 1 to 10
a. Material: Ten number rods and a floor mat
b. Presentation: The directress takes the first three rods and points to the 1st rod and
says, “This is one.” She repeats for emphasis and does the same for the other two rods
as well by calling them by their respective numerical names. She proceeds by carrying
out Period 2 and 3 of the Three Period Lesson to familiarize children with the
numbers, after which she carries on by progressing to rods 4 and so on until all 10
numbers are attempted.
3. Exercise 3: Sandpaper Numbers
a. Materials: Numbers from 0 to 9, cut out of sandpaper and mounted on wooden or acrylic
green cards. (The 0 is presented after the Spindle Boxes)
b. Presentation: The teachers begins by sensitizing fingers and introducing the children
to the material. She then takes out Number 1, traces it with her fingers and pronounces
it as being “One”, asking the child to repeat after her. She repeats this exercise for
Number 2 and 3, moving on to doing Three Period Lessons for them before
progressing towards the rest of the numbers.
4. Exercise 4: The Number Rods and the Numerals
a. Materials: The numbers rods, a set of white wooden or acrylic cards with numbers from 1
to 10 and a floor mat

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b. Presentation 1: The directress starts off by placing the Number Rods as well as the
cards onto the mat. She then points at a rod and asks the child to pronounce its’
numerical name as well as bring over the relevant number card and place it next to it.
She repeats until the exercise has been repeated for all the rods and numbers.
5. Exercise 5: The Spindle Box
a. Materials: A wooden box with ten compartments. At the back of each compartment is
painted a number in black, starting from 0 up to 9, as well as 45 wooden spindles
b. Presentation: The teacher 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 explains to the child that these numbers will tell us how many spindles to put into
the box. She starts this part of the exercise by pointing to the number ‘1’ and having the
child read it out loud and then ask him to put ‘1’ spindle in the box. She repeats for all the
numbers, at the end of which, she points at compartment ‘0’ and says, “This is Zero.
Zero means nothing, which is why there is nothing in this compartment.”
6. Exercise 6: Number Cards and Counters
a. Materials: Number cards with numbers from 1 to 10 and 55 counters of same colour and
size
b. Presentation
i. The teacher shows different cards to the children and has them say the numbers
aloud. She places the number 1 card to the left side and the number 10 card to the
right side of the table. She asks the child to put the other cards in order. She tell the
child that he is going to put the number of counters under the corresponding card.
She then points to card 1 and asks the child to gently slide one counter under this card.
For card 2, she asks to place the counters next to each other. For card 3, she ask to
put two counter next to each other but place the last counter under and to the
middle of the two counters. She makes sure that the child places the rest of the
counters in a similar way as she has shown. The exercise continues until all of the
counters have been placed. She then runs her finger through the counters that are
laid, places her index finger above the first counter (under card 1) and tries to run it
down. When the finger hits the counter she says “odd”. She Repeat for counters 2
and after running her finger through the two counters, she says “even”. She repeats
it for the rest of the numbers.
ii. After finishing the first period, she asks the child to show her the odd and even
numbers. Lastly, using the third period she points to a number and asks the child
what number it is.

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iii. The exercises above help reinforce the concept that each number is made up of
different quantities. It also helps teach their sequence as well as their property as
being either odd or even. Eventually as children progress, all this learning will
serve as a base for further mathematics in their academia.

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Q-2: What do Know about the decimal system? How would

you enable children to count any quantity and identify
numerals till 9999?

The Decimal System: The decimal system is a numeral system which organizes and
classifies numerical quantities into different hierarchies of units and lays a strong foundation
for all future math. It is introduced to the children when they have mastered counting from 1
to 10, and can recognize the properties of zero as well as the numbers 1 to 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, division and subtraction as
well. The children learn the operations using numbers in the thousands, but it is easy for them
because of 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.
1. Material
a. A single golden bead
b. A ten bar
c. A hundred square
d. A thousand cube
e. Table mat
f. 1 'golden bead' is a 'unit'/'point'
g. 10 'golden beads' make a 'bar of ten'
h. 10 'bars of ten' make a 'hundred square'
i. 10 'hundred squares' make a 'thousand cube'
2. Exercise: This should preferably be done as a group exercise. The directress should bring
the material to a pre-set table or mat with the assistance of a child and lay it out it in the
correct order. The children are made to stand in front of the table so the material is facing
them while the directress stands in the back. She should begin with only one hierarchy until
the children are comfortable with it and can do it with ease. She puts a quantity on the tray, for
example, four hundred squares, shows it to the group and asks, "Who can count how much
this is?" Once a child has answered correctly, put the material back onto the table, and
continue by putting another quantity in the same way as earlier. When the children can
count quantities from one hierarchy easily, use quantities from two hierarchies, for example,

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put 4 thousands and 7 hundreds in the tray ask a child to count it. Continue the exercise
until the children can count any quantity up to 9999.

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Q-3: Explain addition and multiplication exercises in your

own words?

1. ADDITION: Addition is a mathematical operation in which smaller quantities

(addends) are put together to make a larger quantities (the sum). There are two types as
explained below:
a. Addition Without Exchanging: First the directress gathers the material required for
the exercise as presented below:
i. 3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3
thousands
ii. 1 box with a set of large cards from 1 to 9000
iii. An ample quantity of loose unit beads, ten-bars, hundred squares and
thousand cubes
iv. 3 trays and 3 little bowls for the loose beads
v. 1 larger tray with one extra bowl
vi. Exercise
1) First the directress invites around three children to come and work with her,
starting with laying down a mat and gathering the material on it. One child
lays out the large cards while another lays out the beads. The children place
three small mats between the two large mats and set up their set of small
cards similar to how they setup the large cards, but only containing 1000 to
3000.
2) Tell the first child to get cards for the following: 2 units, 3 tens, 2 hundreds and
3 thousand and have them place each on the tray. Tell another to get cards for
the following: 2 units, 1 ten, 3 hundreds and 2 thousands. Finally, have the
third student bring over cards for: 1 unit, 2 tens, 5 hundreds and 3 thousands.
Review with each student how many units, tens, hundreds, and thousands are
on his cards before sending them one by one to get corresponding beads on
their trays. Once they have, confirm that they brought the right number of
beads. After the first child has checked, have him lay his cards on top of each
other such that they are all visible and together read out loud to everyone that
he has 2 units, 3 tens, 2 hundreds and 3 thousands.
3) Then announce, "Therefore, he has 3232 beads." Repeat for the remaining two
kids as well.

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4) Then she tells the children that they are now going to count how many beads
they have altogether. Ask the first child to take out all of the units and to place
it in the directress’ dish. Have each child take out the tens, hundreds, and
thousands and place them to the side of the directress tray. Have the first
child count the units and then go to the large mat to get the appropriate
number card. Have him place the card below the unit dish. Have the second
child count the tens. Have him get the appropriate number card from the large
mat and place it below the ten-bar pile.
5) Repeat for the hundreds and thousands. Have a child superimpose the
cards together.
6) Tell the the children that when we put all of the beads together we had, “7
units, 9 tens, 7 hundreds, 6 thousands.” Then say, "So altogether we have: six
thousand, seven hundred, and ninety-seven beads." As you tell the children,
collect their small cards, keeping them superimposed and place them in the top
right corner of the mat. "So we put 3232, and 2312, and 1253 all together and
when we did this we got (move 6797 below the small cards), 6797."
b. Addition With Exchanging
i. The presentation begins exactly as in Addition Without Exchanging but have the
children take cards for a problem where they will have to carry over. These
numbers could be: 3323, 2456, 1345.
ii. Exercise: Repeat all the steps unto the point of placement of tens, hundreds,
and thousands to the side of the directress tray. When the first child counts the
units and reaches 10, point this out and have him exchange ten units for a ten-
bar. Have him count the rest of the units and then go get the card for that amount.
Repeat for the tens, hundreds, and thousands, changing when needed. Finish
the exercise as for Addition Without Exchanging.
2. MULTIPLICATION: Multiplication means adding the same number again and again. It can
be introduced at any time after children have learned addition.
Exercise
a. This exercise should ideally be done in a group format. Gather the children and
arrange all the relevant material just as done for addition exercise. Select any
numbers/quantity to multiply and write it down on a piece of paper as many times as
we want to multiply the respective number. The quantity selected should be such that
the sum of their product does not exceed 9999 and does not involve exchanging, for

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example 2121 three times. Pass one slip to each student and instruct them to place it on
the tray upside down and not to show their number with small number cards.
b. Once they have built their numbers with small number cards, retrieve the slips from them
and ask the kids to go and bring the quantity of beads that corresponds to their
respective numbers. After making sure the children have brought the correct number
of beads, take the small number cards of the first child and place on the mat. Then ask
that child to take the bead material and place correctly under the numbers, repeating
the same with the other two quantities.
c. Place the small number cards aside, place the addition sign “+” beside and place a
ruler underneath to make all the numbers look like an equation. The material is then
added into each other, making sure that units, tens, hundreds and thousands stay in
their respective hierarchies.
d. Invite one of the children to start counting the beads beginning with the units. When
the units are added together (and if more than 10), the children are reminded that they
can exchange the 10 units with a ten bead bar at the bank. This ten bead bar is placed
on top of the “ten” column. When there are less than 10 units left, the child is asked to
bring the corresponding large number card and place it under the equation.
e. Ask the same or another child to proceed with counting the ten bars. He should be
reminded to include the ten bead bar that was changed earlier if any as he continues
counting. When the child reaches ten tens, he may change them with a hundred sheets.
When there are less than ten tens left, the child is asked to bring the corresponding
large number card and place under the equation.
f. The same goes for the hundreds. Whenever there are ten hundred available, he
should change them with a 1 thousand cube. When there are less than ten hundreds
left, the child is asked to bring the corresponding large number card and place under
the equation.
g. Finally, ask any child to count the thousands and bring the respective thousand card.
Tell the children "2121 three time is equal to 6363. When we add the same number
over and over again, this is called multiplication." You can also say that you have
multiplied a smaller number and made one larger number. At the end, show the
children how to record the answer.

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Q-4: Explain How would you give the concepts of
subtraction and division?

1. SUBTRACTION: Subtraction means taking away smaller quantities from a larger quantity.
Large quantities are referred to as ‘minuend’ and smaller quantities as ‘subtrahends’. The
subtrahends are smaller than minuend and finding the difference between them is called
subtraction.
a. Exercise 1: Subtraction without Exchanging
i. Material: First the directress gathers the material required for the exercise as
presented below:
1) 3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3
thousands
2) 1 box with a set of large cards from 1 to 9000
3) An ample quantity of loose unit beads, ten-bars, hundred squares and
thousand cubes
4) 3 trays and 3 little bowls for the loose beads
5) 1 larger tray with one extra bowl
ii. Presentation: This is a group presentation. The teacher writes the minuend and
the subtrahend on two separate paper slips. She gives the minuend to the
children and asks them to build it using large cards and bring the beads for the
quantity. She places the beads with their corresponding numbers on the mat.
Then she gives them the subtrahend slip, asking them to build the number with
small number card and then to take the beads quantity equal to the subtrahend
away from the minuend beads and place them in their tray. She places the
subtrahend number cards under the minuend, places a ruler underneath,
introduces the subtraction sign and places it beside the number cards. She
starts counting the remaining bead quantity starting from units and placing a
small number card under the corresponding numeral. She explains that they
started with a large number, took away a small number, that is, ‘subtracted’ to get
our answer.
b. Exercise 2: Subtracting with Exchanging
i. Material: First the directress gathers the material required for the exercise as
presented below:
1) 3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3
thousands
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2) 1 box with a set of large cards from 1 to 9000
3) An ample quantity of loose unit beads, ten-bars, hundred squares and
thousand cubes
4) 3 trays and 3 little bowls for the loose beads
5) 1 larger tray with one extra bowl
ii. Presentation: Material is arranged in the same way as in the exercise above.
The directress writes the minuend and subtrahend on two slips, that is: 5832 and
4543. Minuend slip is given to one child, small number cards are built and beads
are placed with the numbers. Subtrahend number slip is given to the other child
and number cards are built. The teacher asks the second child to take away the
beads quantity equivalent to the subtrahend from the minuend beads. The child
will realize that the subtrahend unit number is larger than the minuend. The teacher
will suggest exchanging ten unit beads with a bar of ten; he will have twelve beads
from which he can take away three. It will go with tens where available beads are
two as he has already exchanged while he needs four. The teacher will again
suggest exchanging ten bars of ten with a square of hundred whereby he will be left
with twelve from which he will take way 4 and so on. Finally, all the beads are
counted and children place the corresponding number card as answers.

2. DIVISION: Division is spitting a quantity into equal parts or groups. There are two values in a
division sum, Quantity to be divided, i.e. the dividend and The number by which another number
is to be divided, i.e the divisor.
a. Exercise 1: Division without Exchanging
i. Material
1) Golden beads bank
2) 2 to 3 sets of small number cards
3) A set of large number cards
4) 3 trays and containers
5) A floor mat
ii. Presentation: It is a group exercise. The teacher will work with as many children
to do the division as the divisor (for example, two children if the divisor is 2, three
if the divisor is 3, etc.). She will write a dividend on a paper slip e.g. 4862, hand it
over to a child and ask him to build the number with large number cards and bring
the corresponding beads quantity. She tells the children that she will divide the
quantity between them. She places an equal amount of beads starting from
thousand cubes, then hundred squares, bars of ten, and unit beads into their trays.
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She asks them to build their numbers with small number cards. They both write
2431. She takes the small cards from one tray and places them over the large
number cards, as she tells the children that by dividing 4862 between 2 children,
each get 2431 and nothing is left over.
b. Exercise 2: Division without Exchanging
i. Material
1) Golden beads bank
2) 2 to 3 sets of small number cards
3) A set of large number cards
4) 3 trays and containers
5) A floor mat
ii. Presentation: The directress will two children for the exercise. She will think of a
dividend and a divisor, so that the sum involves exchanging. e.g. 5672 ÷ 2. She
will write the dividend on a paper slip, give it to the child and ask him to build the
number using large number cards and bring the beads quantity. She will then
place the bead material and the large number cards on the floor mat, as she tells
the children that she has 5672 and divide it between both children. She will start
the division from a thousand cubes, giving two cubes to each child making the
children realize that one thousand is left. She will ask them about what they should
do next and wait for their reply. Occasionally a child will suggest exchanging it with
ten hundred squares. By doing so, she gets 16 hundred squares which she will
equally divide between them. She repeats it with the tens and units. When the
quantity is equally divided, she will ask the children to build their numbers using
small number cards. Each child has 2836. She takes the small cards from one tray
and puts them above the large number cards and says that when she divided 5672
between two children, each got 2836 and nothing is left.
c. Exercise 3: Division with Remainder
i. Material
1) Golden beads bank
2) 2 to 3 sets of small number cards
3) A set of large number cards
4) 3 trays and containers
5) A floor mat
ii. Presentation: The teacher thinks of a division sum that will leave a remainder,
e.g. 457 ÷ 3. She writes the dividend on a paper slip and hands it over to a child,

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asking him to build the number using large number cards and to bring the
quantity. She then arranges it onto the mat. She tells the children that she is going
to divide 457 equally among three children. She starts with the hundred squares
where 1 hundred is left. She exchanges it for 10 ten bars and then divides 15 tens
among the children. Each child gets 5 bars of ten and finally, she starts dividing
the seven beads unit. Each child gets 2 units whereas one unit is left. She explains
that she does not have enough units for everyone; and this will be called a
‘remainder’. She then asks each child to build their amounts using small number
cards and each will have 152. She takes the small number cards from one tray, puts
them above the dividend and says that she had 457, which she divided equally
among three children so each child got 152, while one was a remainder. The
teacher can reinforce the terms, dividend, divisor, quotient and remainder as
many times as she deems appropriate.

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Q-5: What are teens and tens boards? Explain their

purpose and usage.

1. Teens and tens boards teach the child the number names, symbols and sequence from 10
to 99. They are ideal for use with Montessori beads. Teens Boards have two wooden boards with
9 number slots each labelled with 10 and the child counts up sliding the wooden digit cards 1 to 9
into these slots. The numbers 11 to 19 are particularly difficult for a child to learn as their names
are more complicated than those of the rest of the number system. The teens board helps to
develop a true understanding of how these numbers are formed from a ten and a unit, and thus
teaches the foundations of the decimal system. Tens wooden boards have 9 number slots 10 to
90 and the child counts up sliding the wooden digit cards 1 to 9 into these slots.
2. The names of the numbers are introduced in Group 1 with the 'Formation of Numbers'
when the directress checks the correspondence of the quantities with the card, she uses the
conventional names for the tens and combinations of tens and units. As the child works with the
decimal system, he may shown an interest in the names and the Group 3 activities can then be
introduced, otherwise the directress gives the conventional names to the children before they
leave the house of children at five to six years of age.
3. There are three groups of names:
a. Names for a combination of a ten and units one to nine, these are 'teens'.
b. Names for a group of ten; ten, twenty, thirty etc.
c. Names for figures from the tens category and a unit, these help with linear counting 11-
19 Teens (beads only).

4. Coloured Bead Stair

a. Material
i. A small felt cloth on a working mat
ii. 9 bars of ten Golden Beads, representing the units 1-9 and a box for each of these.
Each quantity is distinguished by a different colour (red, green, pink, yellow, light
blue, grey or violet, white, violet or brown, dark blue).
b. Presentation: Show the material to the child, removing one bead bar at a time ask the
child to identify the number of beads in each bar at random, make reference to the
colour and provide a three period lesson if necessary. Sort the bead bars into an
isosceles triangle, known as a Bead Stair.
c. Three Period Lesson

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i. First Period: Take the bar of ten and place the unit to the right of it, adjacent to
the first bead. Count the beads and say, "One ten and one are also called
'eleven'". Repeat the sequence for 'twelve' and 'thirteen'.
ii. Second Period: Mix all the previously introduced bead bars and invite the child
to make the numbers, continue mixing to maintain the child's interest.
iii. Third Period: Make a quantity and ask the child to name it. Begin each
subsequent three Period Lesson counting up from eleven.
d. Control of Error: The child's own sound knowledge of the numbers 1 to 10 and their
numerical order acts as a guide.
e. Direct Aim
i. The coloured bead bars show clearly the separate entities from 1 to 9, in
combination with the tens they show the child that numbers 11 to 19 are made of
ten AND a number 1 to 9.
ii. To learn the names of the quantities 11-19.
iii. To learn the sequence of the numbers 11-19.
f. Age at Presentation: Four and a half years onwards, when the child knows the
numbers 1 to 10 well, after the 'Formation of Numbers', parallel to, or after the
'Decimal System' and before the child leaves the house of children.

5. 11-19 Teens Board (cards only)

a. Materials
i. Two wooden slated boards with five partitions each, on nine of the partitions a
large 10 is written in black, the last partition is empty.
ii. Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'.
iii. Working Mat.
b. Presentation: Place the boards on the Working Mat, and the cards at random nearby
and give the symbols in a Three Period Lesson.
c. Three Period Lesson
i. First Period: Slip the '1' over the 0' of the first ten, saying, "This is eleven", do the
same with 'twelve' and 'thirteen'.
ii. Second Period: Ask the child to identify previously introduced numbers by
moving the cards and mixing them, ask the child to make a number using the
cards and boards.

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iii. Third Period: Make a number with the cards and ask the child to identify it.
Continue till 19 on the same day or later, depending on the child. When
complete ask the child to count forwards and backwards.
d. Control of Error: The child's own knowledge of the numbers from 1 to 10 and their
numerical order acts as a guide.
e. Direct Aim: To introduce the child to the symbols for the numbers 11 to 19 and to
continue to associate their names.
f. Age at Presentation: Four and a half years of age, after presenting the quantities.

6. Boards and Beads

a. Materials
i. Short Bead Stair
ii. 9 bars of ten in a box
iii. Teen boards
iv. Working Mat
v. For the exercises have one ten card in blue and 1 to 9 unit cards in green
b. Presentation: Lay out the boards on the mat, with the cards placed at random to the
right, and the beads, in a Bead Stair, to the left, the tens in their box. Place a 'bar of ten'
and a bead to form eleven to the left of the top section of the board and slip the card of
'1' over the '0' to form the figure '11'. Place a 'bar of ten' and two beads to form twelve to
the left of the top section of the board and slip the card of '2' over the '0' to form the
figure '12'. Let the child continue till she reaches 19. When she completes ask her to
count forwards and backwards.
c. Exercises: Let the child make the numbers with the beads and cards in order and
randomly. Use the large cards instead of the boards. Also use the loose golden beads
instead of the bars.
d. Control of Error: The child's own knowledge of the numbers from 1 to 10 and their
numerical order acts as a guide.
e. Direct Aim: Continued association of the quantity, name and symbol for 11 to 19; to
reinforce the sequence 11 to 19.
f. Age at Presentation: Four and a half years of age, after presenting the quantities and
their symbols.

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7. 11-99 Tens Boards and Beads
a. Materials
i. Two wooden slated boards with five partitions each, on nine of the partitions are
the tens numbers, 10, 20, 30 etc, the last partition is empty, later use Large cards.
ii. Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'.
iii. 45 bars of ten in a box.
iv. Working Mat.
b. Presentation: Layout the boards on the working mat, place the boxes with the beads
to the left. Place one bar of ten by the first ten. Indicate '20' beneath and the child
names however she likes, say, "Twenty also means two tens", continue this till you
reach '90'. Give a Three Period Lesson for any of the names the child is unfamiliar
with.
c. Control of Error: The child's own knowledge of the numbers and their order will guide
her.
d. Direct Aim
i. To learn the conventional names of the tens from 10 to 90 and to realize that 20 is
the same as two tens etc.
ii. To realize how the numbers progress from one ten to the next and to see the
pattern in making and counting numbers up to 99.
e. Age at Presentation: Four and a half onwards, after the presentation of teens.

8. Second Activity for Tens Boards and Beads

a. Materials
i. Two wooden slated boards with five partitions each, on nine of the partitions are
the tens numbers, 10, 20, 30 etc, the last partition is empty, later use Large cards.
ii. Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'.
iii. 45 bars of ten in a box and box with nine Golden Bead units.
iv. Working Mat.
b. Presentation: This activity helps the child to count from 11 to 99. Keep the sets of
cards in a stack and the beads together to the left of the boards. To write '11', place a
'bar of ten' and a unit to the left of the boards and slot in the card of '1' over the '0', then
add another bead to make '12' and replace the '1' card with the '2' card. Continue to 19,
say, "If we had one more bead we would get a ten (indicate the loose beads) so we
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would have two tens, two tens are also called 'twenty'". Put two 'bars of ten' together by the
second partition and change the cards of the one above. Continue to 99, composing
the words verbally, in beads and symbols.
c. Exercises: The child's own exercises with the material. The child forms her own numbers
using the bead material and the Large Cards.
d. Control of Error: The child's own knowledge of the numbers and their order will guide
her.
e. Direct Aim
i. To learn the conventional names of the tens from 10 to 90 and to realize that 20 is
the same as two tens etc.
ii. To realize how the numbers progress from one ten to the next and to see the
pattern in making and counting numbers up to 99.
f. Age at Presentation: Four and a half onwards, after the presentation of teens.

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