UNIT 3.

2 – USING TLMS FOR MATHEMATICS

(Semester 1 → Module 3: Pedagogy of Mathematics – Foundational Stage)

CHAPTER INTRODUCTION

Teaching–Learning Materials (TLMs) play a vital role in mathematics education at the

foundational stage. Mathematics is not a subject of memorisation; children learn it best when
they can touch, see, move, build, compare, group, and manipulate objects. TLMs provide the
physical and visual support that helps young children understand abstract mathematical ideas.

This chapter explains what TLMs are, why they are important, how to select them, and how to
use them effectively across mathematical domains such as number sense, operations, shapes,
spatial reasoning, measurement, and patterns.

1. Meaning of TLMs in Mathematics

Teaching–Learning Materials (TLMs) are physical or visual resources used to enhance

mathematical understanding. They can be:

 real-life objects

 concrete manipulatives

 pictures and charts

 digital or virtual tools

 teacher-made materials

TLMs help transform mathematics from abstract symbols into meaningful, concrete, and
enjoyable experiences.

2. Importance of TLMs in Early Mathematics

TLMs are essential because they:

1. Support Conceptual Learning

Children understand ideas by doing, not by memorising.

2. Make Learning Concrete

Abstract concepts like numbers, operations, and shapes become real when represented using
physical objects.

3. Encourage Active Participation

Children manipulate, explore, and investigate—becoming active learners.

4. Enable Multisensory Learning

Sight, touch, movement, hearing—all senses contribute to learning.

5. Reduce Math Anxiety

TLMs make learning playful and stress-free.

6. Support Children with Learning Difficulties

TLMs provide visual and tactile assistance that improves understanding.

7. Promote Joyful Learning

Games, puzzles, and colourful materials spark motivation and curiosity.

3. Types of TLMs Used in Mathematics

TLMs in mathematics can be grouped into categories based on how they support learning.

3.1 Concrete Manipulatives

These are real, physical objects children handle directly.

Examples:

 beads, counters, stones

 sticks, straws, toothpicks

 blocks (wooden/plastic)

 abacus

 base-10 blocks

 coins

 bottle caps
  buttons

Uses:

 counting

 addition & subtraction

 grouping and skip counting

 place value

 patterns

Concrete manipulatives are essential for the CPA (Concrete–Pictorial–Abstract) approach.

3.2 Visual and Pictorial Materials

These help children move from concrete experiences to pictorial representation.

Examples:

 number cards

 flashcards

 dot cards

 charts and posters

 pictorial worksheets

 shape drawings

 tally mark posters

 number lines

Uses:

 number recognition

 pattern formation

 shape identification

 visual comparison

 understanding number operations

3.3 Teacher-Made TLMs (Low-Cost, No-Cost Materials)

Teachers create TLMs using easily available items.

Examples:

 ice-cream sticks

 cardboard number strips

 geoboards made from nails and wood

 homemade balances

 clay models

 kite paper shapes

 bottle-cap counters

Benefits:

 cost-effective

 customisable

 encourages teacher creativity

 contextually relevant

3.4 Digital / Virtual TLMs (Beginner Level)

While concrete materials remain primary, simple digital learning can support understanding.

Examples:

 counting apps

 digital number games

 shape identification videos

 virtual abacus

 interactive puzzles

These should be used in limited, balanced ways.

4. TLMs for Different Mathematical Domains

4.1 TLMs for Number Sense (0–99)

Useful materials:

 counters (stones, beads)

 ten-frames

 number cards

 abacus

 dot patterns

 tally sticks

 number line floor mats

Applications:

 counting

 comparing numbers

 building number sense

 skip counting

 ordering numbers

4.2 TLMs for Place Value

Materials:

 bundling sticks

 base-10 blocks

 place value charts

 abacus

 number expanders
Uses:

 forming tens and ones

 expanded form

 comparing two-digit numbers

 composing & decomposing numbers

TLMs ensure children see what “tens and ones” mean.

4.3 TLMs for Addition

Materials:

 counters

 two-colour beans

 number lines

 addition strips

 ten-frames

Uses:

 counting on

 making 10

 combining sets

 addition stories

Concrete addition must precede symbolic addition.

4.4 TLMs for Subtraction

Materials:

 object counters

 pictorial cross-out worksheets

 number lines (backward jumps)

  part–whole models

Uses:

 take-away

 difference finding

 counting back

 comparison subtraction

Removing counters helps children internalise subtraction.

4.5 TLMs for Multiplication (Conceptual)

Materials:

 equal-group circles

 array cards

 dot grids

 skip-counting strips

Uses:

 repeated addition

 equal grouping

 array formation

 early multiplication facts

TLMs prevent rote memorisation.

4.6 TLMs for Division (Conceptual)

Materials:

 sharing mats

 grouping trays

 counters
  number strips

Uses:

 sharing equally

 grouping

 repeated subtraction

TLMs simplify complex ideas for young children.

4.7 TLMs for Shapes & Geometry

Materials:

 cut-out shapes

 geoboards

 pattern blocks

 3D shape models

 shape puzzles

Uses:

 identifying shapes

 exploring properties

 building shapes

 understanding symmetry

Hands-on shape exploration builds strong visual-spatial skills.

4.8 TLMs for Measurement

Materials:

 handspan rulers

 footstep charts

 string & tape

  simple balance

 pebbles as weights

 cups and containers

Uses:

 comparing length

 measuring with non-standard units

 understanding weight & capacity

 sequencing time events

Measurement becomes meaningful through real-life objects.

4.9 TLMs for Patterns

Materials:

 beads

 coloured counters

 shape tiles

 pattern strips

 stickers

Uses:

 creating AB/ABC patterns

 extending patterns

 identifying missing elements

Patterns help children recognise mathematical structures.

5. Principles for Selecting Good TLMs

A TLM is effective only when it meets certain criteria.

1. Age-Appropriate
Suitable for developmental stage.

2. Simple and Clear

Avoid overly complex, decorative materials that confuse children.

3. Safe and Durable

No sharp edges, harmful materials, or small pieces for very young children.

4. Attractive but Purposeful

Colours and shapes should enhance learning, not distract.

5. Easy to Handle

Should fit children’s small hands.

6. Cost-Effective

Prefer low-cost or no-cost options.

7. Contextually Relevant

Use materials familiar to children (seeds, spoons, sticks).

8. Flexible and Multi-Purpose

Same materials should support multiple concepts (e.g., blocks for counting, patterns, building).

6. Effective Use of TLMs in Classroom Practice

1. Introduce TLMs Slowly

Allow children to explore freely before structured tasks.

2. Use TLMs Before Symbols

Children must understand concepts concretely first.

3. Provide Guided Practice

Teacher models the activity → children practice in pairs → independent work.

4. Encourage Discussion

Ask: “How did you solve it?” “Why do you think so?”

5. Integrate into Daily Routines

Math corners, free-play hours, learning stations.

6. Use TLMs for Remediation

Students with difficulties benefit greatly from manipulatives.

7. Ensure Gradual Transition to Pictorial and Abstract

Avoid jumping directly to worksheets or symbols.

7. Teacher-Made TLMs: Creativity and Innovation

Teachers should create simple, effective TLMs such as:

 number cards from cardboard

 geoboards using nails & wooden boards

 place value mats from chart paper

 counters from bottle caps

 measuring cups from waste containers

 shape puzzles with foam sheets

Teacher-made materials show commitment, relevance, and adaptability.

8. Limitations of TLMs

Although extremely useful, TLMs must be balanced.

1. Overuse May Reduce Efficiency

Children may become dependent on materials.

2. Time-Consuming Preparation

Teachers need time to manage and create TLMs.

3. Classroom Management Issues

Materials may scatter or distract children.

4. Must Transition to Symbolic Understanding

TLM use should gradually reduce as children gain conceptual strength.

CHAPTER SUMMARY

TLMs are central to mathematics teaching at the foundational stage. They support conceptual
understanding, encourage exploration, reduce anxiety, and foster joyful learning. Teachers must
thoughtfully select, prepare, and use TLMs for number sense, shapes, operations,
measurement, patterns, and spatial understanding. A balanced use of concrete, pictorial, and
symbolic models ensures that children develop deep, meaningful mathematical skills.