Mathematical

Exercises Part I
Module 5
Andleeb Javed
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QUESTION 01
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?
ANSWER:

Arithmetic of Variables (Group 1)

The Number Rods, Sand Paper Cyphers and Number Rods and Cards form the first half of the
Maths Materials for Group 1, in which the Addition of Variables takes place

1. The Number Rods

The Number Rods introduce the child to quantity 1-10 and their corresponding number
names. It serves as the child's link to the sensorial exercises as it is very similar to the long rods.
Through exploration with the material, the child also develops concepts in sequence of number,
combinations of 10 and basic arithmetic.

The Number Rods are similar to the Red Rods, only here they are rendered countable by
blue stripes, so that each rod is clearly a multiple of the first rod, (the unit), each section of the
subsequent number rods is equal in length to the first one. These rods materialise the quantities
of the numbers from 1-10. Through the Number Rods quantities can be seen as an unbroken
multiple of a unit in which quantities are measured in terms of a unit; the Arithmetic of
Variables. After completing these first activities of Group 1 the child is given quantities
according to the Arithmetic of Groups, quantities formed by loose identical units (Spindles and
Counters).
The advantages of using Number Rods to initially represent quantity are;

Past experience with the Red Rods helps the child to use the Number Rods, sensorially
appreciating the difference between them
The childs intelligence accepts, understands and associates different names with the
differences she can see between the Rods.
Each Rod differs by the same increment, which is equal to the first in the series (the unit)
The Rods show the position of the succession of numbers 1 to 10
They show the close relationship between Ordinal and Cardinal numbers
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Material Description:
Ten wooden rods, identical to the Red Rods, graded in length from 10 cms to 1 metre, each rod is
coloured in alternate red and blue 10 cm long partitions. The first rod and the first partition in
each succeeding rod is red
Exercises:
The rods are placed randomly on the mat, the director asks for a particular one and the child
brings it. The child is asked to verify by touching each partition
The rods are placed randomly on the mat, the directress picks a particular one and the child
names it. The child is asked to verify by touching each partition.

2. The Sand Paper Cyphers

The sandpaper numerals introduce the child to symbol 0-9 and their corresponding
number names. By tracing the numerals in the style and direction in which they are written, the
child is preparing for writing numbers. The child is then given the opportunity to relate his
knowledge of quantity and symbol with the number rods and cards

With the help of the Director, the children already know the names of the numbers 1-10
and associate them with their quantities and sequence, having worked with the Number Rods.
The Cyphers are symbols for the quantities and different from the Sand Paper Letters (which the
child will have already used) because they represent not just a sound, but a whole idea
Material Description:
The Numbers 1 to 9 and 0, cut rom sandpaper and mounted on separate boards.
Presentation:

Ask the child to sensitise her fingers and select a group of three Sand Paper Cyphers in
any order
Invite the child, introduce the material and bring it to a chowki
Trace each numeral with two fingers as with the Sand Paper Letters
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Give there names in a Three Period Lesson, asking the child to trace and name the
Cypher

3. The Number Rods and Cards

Material Description:
Number Rods, Set of wooden or cardboard cards on which are printed the numbers 1 to 10 and
Working Mat
Presentation:

Invite the child, introduce the material and help her bring it to a Working Mat, placing the
Number Rods at random
Ask the child to collect the Cards and name them, while placing them randomly on the
mat
Introduce the child to the card with the symbol for ten (ensure that the child is familiar
with this before proceeding)
Ask the child to find the rod of ten and place the card on the last partition
Show the child another card, at random and ask her to find its pair
Continue to do this till all the rods are labeled

a. Impressions of putting together (addition)

Ask the child to build the Number Rods in sequence in the middle of a Working Mat and
to place the cards on the last partition of each rod
Ask the child to move the rod of ten to the top of the mat
Ask her to put the rod of nine below it and then say, Lets make the rod of nine an
long as the rod of ten
The child places the rod of one adjacent to the rod of nine and puts their cards in place
Continue until the rods of six and four have been placed
Move the rod of five beneath the rod of six and ask the child where we can get a rod to
complete the length possibly flip the rod of five, another rod of five from a different
set or use the corresponding Red Rod to give the impression that the rod of five twice is
equal to the rod of ten
The same activity can be done with totals of the rod of nine etc.

b. Impressions of taking away (subtraction)

Build the Number Rods and cards to the place where impressions of addition was
completed, with the rod of five in its original place, below the rod of six and four
Remove the rod of four and the child sees that the rod of six remains
Continue nil the rods are in their original Red Rod position

Arithmetic of Groups
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The Spindle Boxes, where the symbols are fixed and Cards and Counters and Memory Game ,
where loose quantities are associated with loose symbols form the second half of the Maths
Materials for Group 1, in which the Arithmetic of Groups takes place

1. The Spindle Boxes

Spindle Boxes provide practice in associating quantity and symbol for the numbers 0-9,
and introduces zero as no quantity.

The Spindle Boxes are presented after the child has had sufficient experience with the
Arithmetic of Variable an is mentally prepared for the abstraction required for the Arithmetic
of Groups
Material Description:
Two boxes, each exactly the same, divided into five compartments or one box divided into ten
compartments. At the interior back of each compartment is a painted symbol of the numbers 0 to
9, 45 spindles in a basket or box, Eight green coloured ribbons or bands, Sand Paper Cypher for
0, and Working Mat
Presentation:

Invite the child, introduce the material and help her to bring the Spindles and Spindle
Boxes to a Working Mat
Point to the symbols and ask the child to identify them
Skipping zero, take one spindle with your right hand, place it in your left and aloud count
one, place it in the corresponding compartment
Then take two spindles, one at a time, counting them in her hand and then puts them on
the mat and places a green band around them before putting them in the compartment.
(This shows they have been grouped together counting them on to the mat in front of you
and then transfer them as a group into the corresponding compartment).
Continue up till nine
Point to 0 and explain to the child, zero means not anything
Show the Sand Paper Cypher for 0 and ask the child to trace it and associate it with the
symbol on the first compartment
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Games to reinforce the concept of Zero

With either one child or a small group ask children to perform actions a number of times, when
you ask for zero times pause expectantly and see if the child can explain why she hasnt
performed an action

2. Cards and Counters

Material Description:
Small Number Cards 1 to 10 and 55 identical counters in a box
Presentation:

Invite the child, introduce the material and help her to bring the Cards and Counters to a
Working Mat
Place the Number Cards at random on the Working Mat
Ask the child to place them in sequence horizontally leaving a gap between them the
width of her palm
Place the correct number of counters in pairs under each symbol if the number is odd put
the remaining counter centrally beneath the last pair

3. Memory Game of Numbers

The memory game, cards, and counters serve as practice for the child as he is required to
remember and associate quantity to symbol. The cards and counters provide practice for the
sequence of numbers and also introduce odd and even numbers.

Can be played with up to ten children, if less children, use less cards but ensure that 0 is always
in circulation
Material Description:
Folded Cards, with a number from 0 to 10 written, A basket for these cards, 55 identical counters
and A mat for each child
Presentation:

With a group of children take the cards and explain the game
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Each child chooses a card, reads the number silently, memorises it, refolds it and puts it
on her mat or chowki
One at a time each child is asked to collect the amount of counters corresponding to the
number on her card
The child with zero will not move however much the Director entices her
When all of the children have their objects they count them to verify to themselves and
the Director hat they have understood

QUESTION 02
What do you know about the decimal system? How would you enable children to count any
quantity and identify numerals till 9999?
ANSWER:

The Decimal System

The decimal system is a numeral system which organizes and classifies numerical
quantities into different hierarchies of units. In the Casa it is offered when the child can count to
ten with complete understanding; with the knowledge of the symbols 1-9 and can recognize
zero. The child is given the total decimal system clearly, simply, harmoniously and with its
unlimited, universal applicability. More knowledge at this stage (such as knowledge of the teens
and words used to describe the tens) distracts from the enjoyment of the minimalist aesthetic. At
this stage the child knows what is necessary and sufficient to see and apply the laws governing
the decimal system (that ten units can be dynamically exchanged for one of the category above
etc.) The young childs Sensitive Period for Order and Classification ensures a greater thrill for
handling large quantities at this stage.
A tray containing Golden bead materials for introducing the decimal quantities of 1, 10, 100 and
1000

Geometrical entities are used by Montessori as

Material Abstractions for the decimal system of
numeration

1 Golden Bead is a unit (point)

10 Golden Beads make a bar of ten

10 bars of ten make a hundred square

10 hundred squares make a thousand cube

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Golden Bead Material

The golden bead material introduces the child to the decimal system with concrete
representations of the hierarchy of numbers. Quantity and place value of the decimal system are
explored by the child in activities in the operations of addition, subtraction, multiplication and
division.

Excersice1 : Presentation of the decimal system (Introduction to Beads (Quality):

This excersice requires a single golden bead, a ten bar, ahundred square, a thousand cube
and a dark green table mat. This excersice is conducted to introduce decimal system, one unit,
one ten, one hundred and one thousand. This excersice is for age 4 and above.
This is 3 period excersice. In period one teacher introduce the students with each one unit, one
ten and one thousand using above materials. In period two, directress should ask the student
about the above three that which of them are what. And in period three, directress should point to
quantity and ask.
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Exercise 2: Presentation Passing Nine game:

This exercise requires 9 unit beads, 9 ten bead bars, 9 hundred squares, 1 thousand cube,
and a dark green table mat. This exercise is conducted to introduce complete decimal system, and
to give the idea that after every nine progression, we must go to one of the next hierarchy. This
exercise is for age 4 to 5 years.
In this exercise teacher should ask student to unroll the mat, arrange the beads vertically
in categories along the top, count the units as directress place them, one below the other until she
have a vertical row of nine. Then ask what comes next, and indicate the bar of ten, count with the
child in tens, placing the bars of then beneath in a vertical row to the left of the units. Continue
doing this with the hundreds and acknowledge that after we have 900 we have 1,000. Indicate
the cube of 1,000.

Exercise 3: Group counting game:

This exercise requires 9 unit beads, 9 ten bead bars, 9 hundred squares, 1 thousand cube,
a tray and a dark green table mat. This exercise is conducted to introduce complete decimal
system, and to enable a child count any quantity till 9999. This exercise is for age 4 and above.
In this exercise teacher should invite a group of 4 to 5 students and she herself should
stand at the back. All the materials should be arranged in an order. Directress should put a
quantity in the tray and ask who could count. Teacher should indulge every student in the game
and the who is not taking part, she should call her name and ask that this student will count now,
and other students should watch him/her. The new hierarchy should also b introduced after few
instances so that student is able to count every number from 1 to 9999. Teacher could also
reverse the game by asking a quantity to place in the tray.

Formation of Large Numbers

This portion contains a tray containing cards that differ in length and color to introduce the
values of 1, 10, 100 and 1,000.
Exercise 1: Introduction to Decimal Symbol
This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and 1 thousand,
a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,
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the hundreds printed in red and the thousand printed in green, Three small trays with small dishes
and two mats placed at a distance.
Build the beads and cards in this pattern with the child on mats spread at a distance.
Unroll a second mat at a distance; arrange the top categories of the Large Cards along the top of
the mat. Put them in order with the units on the farthest right. Lay the other cards out as for the
beads.
Ask the child to identify the card of 1 then ask her, what comes after 1?, and place
the cards in sequence to 9. At nine ask, what comes next and where the 10 card can be found.
Continue to count in tens while placing the cards vertically. At 90 ask her/him what comes next,
if she says, ten tens ask her what ten tens is, and then where 100 is. Do the same for 900 and
indicate the final card of 1,000.

Exercise 2: Complete layout of large number cards:

This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and 1 thousand,
a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,
the hundreds printed in red and the thousand printed in green, Three small trays with small dishes
and two mats placed at a distance. The main purpose of this exercise is to introduce students to
numeric symbols and to give the idea of progression to next hierarchy after every nine. Complete
the exercise as above but without golden beads.
Exercise 3: Group game identifying numerals:
This exercise requires complete set of number cards and a tray. This exercise is conducted
to introduce complete decimal system, and to enable a child read and compose any quantity till
9999.
In this exercise teacher should invite a group of 4 to 5 students and she herself should
stand at the back. All the materials should be arranged in an order. Directress should put a
quantity in the tray and ask who could tell what number is this. Teacher should indulge every
student in the game and the one who is not taking part, she should call her name and ask that this
student will tell now, and other students should watch him/her. The new hierarchy should also b
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introduced after few instances so that student is able to tell every number from 1 to 9999.
Teacher could also reverse the game by asking a quantity to place in the tray.

Exercise 4: Group game Matching Numbers and Quatity:

This exercise requires a tray with golden beads: 9 units, 9 tens, 9 hundred and 1 thousand,
a set of Large number Cards from 1 to 1,000, the units printed in green, the tens printed in blue,
the hundreds printed in red and the thousand printed in green, Three small trays with small dishes
and two mats placed at a distance. This exercise is conducted to associate numerals with the
quantities and to provide further practice in decimals system.
In this exercise teacher should invite a group of 4 to 5 students and she herself should
stand at the back. All the materials should be arranged in an order. Directress should put a
quantity in the tray and ask who would count what number is this. After the student counts, she
should ask who would like to put the numerals with the quantity. Teacher could also reverse the
game by asking a quantity to place in the tray.
Exercise 5: Exchanging Game:
This exercise requires a enough quantity of golden beads, trays ad pots and a floor mat.
This exercise is conducted to count any number and to make child familiar with the process of
exchanging.
In this exercise teacher should ask the student to arrange unit beads one after the other in
rows till he/she reach 10. Then ask her to exchange it with the 10 bead bar. Repeat the process
with all unit beads in the bank of beads till unit beads are left less than 10. Repeat the same
exercise using bars of 10 to form square of hundred and so using square of hundred to form cube
of thousand.
Exercise 6: The Birds Eye View
This exercise requires 45 bead units, 45 ten bars, 45 hundred squares, a thousand cube, a
set of large number cards, a felt lined tray and a large green mat. This exercise is conducted to
enable a child to have a birds eye view of the decimal system.
In this exercise teacher should place unit cards and ask the student which number is this.
After correct answer, teacher should tell the student to place the number of beads corresponding
to number. Teacher should repeat the same exercise with tens and hundreds and try to tell the
student different digits and numbers up to 9999.
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QUESTION 03
Explain addition and multiplication exercises in your own words?
ANSWER:
Exercise 1: Addition without Exchanging:

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.

In this exercise we require golden bead material consisting of units,

tens, hundreds, and 9 thousand cubes, Large number cards, 3 sets of small
number cards (These are exactly like the large ones, only smaller.), 3 felt
lined trays and 2 green felt table mats. This exercise is conducted to help
children understand addition and learn the vocabulary involved - addition,
addend, and sum. This exercise is for children 4 years and older.

This is a group exercise for a few children. In all the group exercises
with the golden beads, the teacher is in control. She needs to be able to
work fluently and simply. The teacher can stand at the back. Often one large
table is used for the entire set up of the bank games, or several small tables
could be pushed together. The bank (golden bead material) is on the left, the
number cards in the middle, and the problems are worked on the right. The
golden bead material is arranged in order on the mat. A child is chosen to sit
at this table. Her duties are to

keep the material in order and

to give change as necessary. This child is sometimes called the banker.

The large number cards are laid out on another table, in columns, so
that they can all be seen. The small number cards are also laid out so that
they can all be seen. One child is in charge of the large cards and another is
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in charge of the small ones. These children keep the cards in order and hand
the teacher cards as necessary during the working of a problem. They put
cards back in place when a problem is finished. These children stand, so
they can easily reach the cards. The area on which the problems will be
worked is covered with a green mat. The teacher will stand at this table.
There is a felt lined tray for each child who will be collecting an addend. The
teacher tells the children, "We are going to work addition problems." The
teacher will decide on a problem which will not involve exchanging, such as,
2435 plus 1241. The teacher makes the addends in small number cards and
puts one on each of two trays. She hands a tray to each of two children, and
asks them each in turn to read the numeral on their tray. The children go
together to the bead table and help themselves, both at once, to the
material they need. They bring their trays back to the teacher. The teacher
does not check the material they have brought. She takes a tray and while
taking the material off the tray and arranging it on the mat she says, "John,
you have brought two thousand, four hundred, three tens, five." She takes
the small number cards, "2435," off his tray and places them at the top of
the mat. She takes the second tray. While taking the quantity off the tray
and arranging it under the first she says, "Jen, you have brought one
thousand, two hundred, four tens, one." She takes the small number cards
off her tray and places them under the first ones at the top of the mat. The
small cards are placed to look like a written problem. The teacher now draws
the group's attention to the quantities on the mat. "Here we have two
thousand, four hundred, three tens, five, and here we have one thousand,
two hundred, four tens, one. I am going to add them together. First, I will
add the units." She pushes the two quantities together as she says this. "I
will add the tens." She does so. "I will add the hundreds. I will add the
thousands." The addition is done. Instead of two groups of golden beads,
there is one group. The teacher now says, "We have added two thousand,
four hundred, three tens, five and one thousand, two hundred, four tens,
one. We will count the sum and see how much there is." She asks one of the
children to count the material. The teacher superimposes the large number
cards and places them under the small cards at the top of the table. The
teacher recaps the procedure saying, "We had 2435 and 1241. We added
them together and made 3676." She points to each numeral as she says
this. The teacher points to 2435 and tells the children, "This is called an
addend." She points to 1241 and says, "This is another addend." She points
to 3676 and says, "This is the sum."

More problems can be worked in this way. There can be more than two
addends, but the sum of the numbers in any hiercrchy (units, tens, hundred,
or thousands) cannot be greater than 9. The teacher can use the
terminology without comment in working problems.
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Exercise 2: Addition with

Exchanging:

This exercise requires the same material as required in addition without exchanging. This
is a group exercise for a few children. The material is arranged as for the previous addition
exercise. 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 =
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. e 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. 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
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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 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.
Exercise 3: Multiplication with or without Exchanging:

This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to understand multiplication. This exercise is for children 5 years
onwards
This is a group exercise for a few children. The material is arranged as for addition. One child is
in charge of the golden bead material. One child is responsible for the large number cards. One
child is in charge of the small number cards. There must be at least as many sets of small
number cards set out as the multiplier in the problem to be worked. The teacher thinks of a
problem, e.g. 1345 x 3. (Note: The problem involves exchanging in at least one hierarchy. The
product may not be greater than 9999.)

1345 multiplicand
x 3 multiplier
4035 product
The teacher tells the children they will be doing multiplication. She asks the child in
charge of the small number cards to put the cards "1345" on each of three trays. She chooses
three children and gives one tray to each of them. She asks each child in turn to read the numeral
on his or her tray. She stresses the fact that each has the same amount by commenting on the
fact. She asks the three children to collect 1345 each. They collect the material from the bead
table and return to the teacher. The teacher takes each tray in turn. She takes the bead material
off each tray. She arranges the three quantities, one under the other, on the mat. She takes the
small number cards off each tray and places one under the other at the top of the mat. The
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teacher stresses that the quantities are equal. She says, "Today we are doing multiplication. We
have 1345 three times. We will add them together." One child counts the units. When she has
ten, she exchanges them with the banker for a ten bar. She places the ten bar over the tens on the
mat. She counts the rest of the units. There are 5, so the large number card "5" is placed beside
them.

The child counts the tens. When she has ten, she exchanges them for a hundred square.
She places the hundred square over the hundreds on the mat. She counts the rest of the tens.
There are three. The large number card "30" is placed beside them. The child counts the
hundreds. There are 10, so she changes them with the child in charge of the bank for a thousand
cube. The thousand cube is placed over the thousands on the mat. There are no hundreds
remaining. The child counts the thousands. There are 4, so the large number card "4000" is
placed beside them. The teacher superimposes the large number cards and re-caps. "We
multiplied 1345
times three. Our
multiplicand is
1345. We multiplied
this by 3, our
multiplier,
represented by
our three students.
The product is
4035." More problems are worked in this way.
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QUESTION 04
Explain how would you give the concepts of subtraction and division?
ANSWER:
Exercise 1: Subtraction without Exchanging:

This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of subtraction and to give the
vocabulary: subtraction, minuend, subtrahend, and difference. This exercise is
for children 4 and half years and onwards

This exercise requires a small group of children. The material is

arranged as for addition. One child is in charge of the golden bead material,
other is of the large number cards, and another the small number cards.
These subtraction problems will not involve exchanging. The teacher may
choose to use one or two subtrahends (the number being subtracted). Below
is how the following problem would be worked.

4326 minuend

- 2112 subtrahend

- 1103 subtrahend

difference

The teacher tells the children, "Today we are going to work subtraction
problems." The teacher makes the minuend, 4326, in golden bead material
and the large number cards, and places them on the mat. She makes the
subtrahends, 2122 and 1103, in small number cards and puts them on two
trays. She gives a tray to each of two children, Mary and John. She asks the
children to read the numbers on their trays. They do so in turn. As the
children have not worked subtraction before, she guides them through the
process. "How many units do you want?" "Two." "Yes. You can take two of
these units." Student does so. "How many tens do you need?" "One." "You
can take one ten then." Student continues until she has subtracted 2112 in
golden beads. The teacher takes the small number cards 2112 off student's
tray and puts them under the large ones which form the minuend at the top
of the mat. "Now, other student may subtract 1103. How many units will
you take?" Other student continues until he has subtracted 1103 in golden
beads.
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The
teacher takes the subtrahend off other student's tray, saying, "You have
subtracted 1103." She puts it under 1st student's subtrahend at the top of
the mat. The teacher then asks a child to count the bead material remaining
on the mat, and place the corresponding small number cards underneath.
"We have 1111 left." She superimposes the small number cards, and places
them underneath the subtrahends at the top of the mat to form the answer
of the written problem. The teacher then reviews the problem. "We had
4326, and 1st student subtracted 2112 from it, and other one subtracted
1103. We have 1111 left."

Introducing the specialized vocbulary, the teacher may tell the

children, "Today we did subtraction. 4326 was the amount we started with--
our minuend. From that we subtracted our two subtrahends, 2112 and
1103. We call the answer to our problem, 1111, the difference." Pointing to
each set of numbers, she reviews, "Minuend, subtrahend, subtrahend,
difference." She further clarifies the terminology by continuing with the
three period lesson. "Point to the minuend. Which one is the difference? Is
there another subtrahend?" Pointing to each set of numbers in turn, she
asks the students, "What do we call this?" The teacher will use this
vocabulary when working additional subtraction problems with the children.

Exercise 2: Subtraction with Exchanging:

This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of subtraction. This exercise is for
children 5 years and onwards. The material is arranged as for addition.
3273 minuend
- 1538 subtrahend
- 487 subtrahend
--------------------
1248 difference
One child is in charge of the golden bead material. One child is in charge of the large
number cards and another of the small number cards. The teacher thinks of a problem, e.g. 3273
- 1528 - 487. She makes the minuend, 3273, with the large number cards and the golden bead
material, and places them on the dark green mat. She makes the subtrahends, 1538 and 487,
from the small number cards and places them in the upper right hand corner of the felt lined
 Andleeb javed Module 5 Roll # D10816

trays. She gives a tray to each of the children who will be doing the subtraction and asks them to
read their numerals. They do so.

The teacher, indicating the

minuend, says to the children,
"Here is 3273. Tim is going to

subtract 1538. How many units

will you subtract, Tim?" Tim says, "Eight units." The teacher
says, "I do not have enough units. I only have three units. What
can we do?" She pauses and then explains that a ten bar equals
10 units. There are seven ten bars so one of them could be
exchanged for ten units. She gives a ten bar to one of the
children. He exchanges it at the bank for ten units. These are brought back to the teacher. She
takes them and puts them above the golden beads on the table. She says, "Now we have 10 units
and 3 units, so we have 13 units." "Tim you can subtract 8." Tim does so. Tim needs five
hundred. There are only two hundred. What can be done? The teacher explains that a thousand
equals 10 hundred, and that one of the thousands could be exchanged for ten hundred. One of
the children takes a thousand to the banker who gives 10 hundred squares in exchange. The
teacher puts the 10 hundred squares above 2 hundred on the table. She says, "We have ten
hundred and two hundred, so we have twelve hundred, now Tim can subtract 5 hundred." Tim
does so. There are 7 hundred left. There are 2 thousand on the table. Tim subtracts 1 thousand.
There is 1 thousand left. The Second child subtracts her subtrahend from the quantity remaining
on the mat. When necessary, one of a hierarchy is exchanged for ten of the next lower hierarchy.

Exercise 3:
Division with Exchanging:

This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of division. This exercise is for
children 5 years and onwards. The material is arranged as for addition. The material is arranged
as for addition. One child is in charge of the golden bead material. One child is in charge of the
large number cards. Another is in charge of the small number cards. The teacher tells the
children that they are going to work division problems. The teacher thinks of a problem that will
require exchanging: e.g. 5672 2. The teacher makes 5672 in golden bead material and the large
number cards and places them on the mat on the table.
 Andleeb javed Module 5 Roll # D10816

She tells the children, "I have 5672. I am going to divide it between two children. They
will each get exactly the same amount." She gives a tray to each of the two children. They stand
in front of her holding their trays. The teacher says, "Here are five thousand. I will divide them
between you." She gives each child a thousand, and then a second thousand. There is one
thousand left. The teacher says, "I cannot give this thousand to either of you, because then the
other would not get one. You each must have the same amount. What can I do with this
thousand?" Occasionally a child will suggest changing the thousand for ten hundreds.
Otherwise, the teacher explains that a thousand is the same as ten hundred, and can be changed
for ten hundreds. She asks a child to take the thousand to the child in charge of the golden bead
material and exchange it for 10 hundred squares. The child does so and brings the hundred
squares back. The teacher takes them and puts them above the hundreds on the table, indicating
that these are hundreds obtained by exchanging.
She says, "We have 10 hundred and 6 hundred which make 16 hundred. I am going to
divide the 16 hundred between you two." She divides the hundreds one by one. Each child gets
8 hundred and is given a small number card 800. The teacher says, "Now, I will divide the tens
between you." There are 7 tens. Each child gets three tens and there is 1 ten left. The teacher
explains that there are not enough tens and that the ten must be exchanged for units. She gives a
ten bar to a child who is watching and asks him to change it for 10 units. He takes the ten bar to
the child in charge of the golden beads and receives 10 units in exchange. He brings them back
to the teacher.
The teacher puts the 10 units above the units on the table mat and says, "We have 10
units and 2 units, so we have 12 units altogether. I will divide 12 units between the two
children." Each child gets 6 units and is given a small number card 6.

The teacher asks the children to superimpose their small number cards. Each child tells
her how much he has. Each child has 2836. The teacher takes the small cards off one tray and
puts them above the large number cards on the table. She re-caps. "I had 5672. I divided it
between two children. They each got 2836." More problems are worked in this way.
Exercise 4: Division without Exchanging:
 Andleeb javed Module 5 Roll # D10816

This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of division and to teach the
vocabulary division, dividend, divisor, and quotient. This exercise is for children 5 years and
onwards.
The material is arranged as for addition. One child is in charge of the golden bead
material. Another child is in charge of the large number cards, and another is in charge of the
small number cards. There are as many children to do the division as the divisor (for example,
two if the divisor is 2, three if the divisor is 3, etc.). The teacher tells the children that they are
going to work division problems. The teacher thinks of a problem that does not involve
exchanging: e.g. 4862 2. The teacher makes 4862 in golden bead material and the large
number cards and places them on the mat on the table.
She tells the children, "I have 4862. I am going to divide it between two children. They
will each get exactly the same amount." She gives a tray to each of two children. They stand in
front of her holding their trays. The teacher says, "I will divide the thousands between you first.
There are four thousand." She puts a thousand on each tray; then, a second thousand on each
tray. There are no more thousands. Each child has two thousand. The teacher puts a small
number card 2000 on each tray. She says, "You each have two thousand. You each have the
same. Now I will divide the hundreds between you." There are eight hundred. She divides the
hundreds, one by one. There are no hundreds left. Each child has four hundred. The teacher
gives them each a small number card 400. She says, "You each have four hundred. You each
have the same. Now I will divide the tens between you. I have six tens. We will see how many
you each get." She divides the tens, one by one. Each child gets
three tens and is given the small number card 30. The teacher says,
"You each have three tens. I have no tens left, so I will divide the
units between you." There are 2 units. She puts one unit on each
tray. Each child is given the small number card 1.

There is nothing left. The

teacher asks the children to
superimpose the small cards on
their trays. They do so. She
asks each in turn to read his or
her number. Each reads 2431. The
teacher says, "You each have 2431." She takes the small cards off one tray and places them over
the large number cards at the top of the table, forming the quotient. This is partition (equal
sharing). The answer is what one person gets. The teacher re-caps, "I had 4862. I divided it
between two children. They each got 2431. There was nothing left." More problems are
worked in this way. Note: Large number cards are used for the dividend and small number cards
for the quotient to give the impression that a larger quantity is broken down into smaller equal
quantities. The teacher stresses the fact that the division will be an equal one, because one can
divide unequally.
 Andleeb javed Module 5 Roll # D10816

QUESTION 05
What are teens and tens board? Explain their Purpose and Usage.
ANSWER:
Stamp Game

After being introduced to the processes of the decimal system using

the golden bead materials, the Stamp Game provides opportunities for
individual practice in the operations of addition, subtraction, multiplication
and division. In a step towards abstraction, the quantity and symbols of the
decimal system are combined and are represented by each "stamp".

Tens Boards

With the Tens Boards, the child explores the number names of the tens and
the sequence of numbers 11-99. Bead quantities are created from the ten
bars and unit beads in the Tens Bead Box and are associated with the
corresponding numeral on the Tens Board.

Hundred Board
 Andleeb javed Module 5 Roll # D10816

An enjoyable counting activity that reinforces the sequence of numbers from

1-100. The Hundred Board is used by placing the wooden chips in sequence
on the board.

Bead Material

This extensive set of bead material is used for the exercises of linear and
skip counting the quantities of the squares and cubes of the numbers 1-10. It
prepares the child for later activities in multiplication, squaring and cubing,
as well as base number work.

Addition Equations and Sums Box

This two-compartment box with lid contains plastic chips, one set with
equations printed on them and one set with the answers to be used with the
addition working charts. These aid the child in practice and memorization of
the unit addition combinations.
 Andleeb javed Module 5 Roll # D10816

Colored Bead Stairs

The colored bead stairs are used for activities of addition, subtraction and
multiplication.

Addition Snake Game

The addition snake game introduces the child to addition combinations of the
unit numbers.