Mathematics Material Descriptions

Numbers One to Ten

Number Rods
Materials Ten rods like the red rods, but divided into sections equal to the shortest rod, and colored alternately red and blue. The first rod is
red, as are the first sections of each rod. The number rods are displayed against a wall so that the differences in length are seen
from left to right.
Prerequisite Red Rods
Control of Error In the visual sense for the succession of numbers. In the adult for counting in the three-period lesson.

Direct Aim To help the child associate the names of the numbers one to ten with their precise quantity or meaning.
Indirect Aim To help the child develop an arithmetical concept of numbers. To help prepare the child for work with the decimal system.
Age Around 4 years (after much experience with sensorial materials)Language Verify; numerical name of each rod (ex: “rod of
one”, “rod of two”)
New Information Introduction to the concept of quantity and association of the number name with the rod.
Endnote Always have the child verify the quantity by counting and touching each partition, even if the correct rod is chosen each time.
This helps reinforce the association between the rod and its verbal quantity (the name). It also builds the habit of checking work.

Sandpaper Numerals (Cyphers)

Materials A set of figures 1-9 cut out of sandpaper and each mounted on a separate card and also a zero, which is not presented at this
time and is placed at the back of the box.
Prerequisite Number Rods. It is important to check child’s knowledge of number rods before proceeding.
Control of Error In the tactile sense.
Direct Aim To help the child associate the names of the numbers with their symbols with the help of the tactile, visual, and auditory senses.
Indirect Aim To help the child prepare herself for writing and reading numerals.
Age About 4 years and after working with all rods 1-10
Language Cypher, numeral.
New Information Association of names of numbers with their corresponding symbols.
Endnote Present cyphers only when child knows the names of the Number Rods. The symbols can be presented in any sequence, but we
should present three numbers at a time. This presentation is always done at a table or a chowki, because it is a preparation for
writing numbers. The presentation is similar to the sandpaper letters, but note that the sandpaper letters correspond to a single
sound, whereas the cyphers correspond to a whole word that signifies a quantity. Present the numerals 1 through 9 first.
Present 0 only after she has worked with the spindle boxes. The child’s repetition with the cyphers and subsequent work with the
sand tray, chalkboards, and paper, will help her distinguish the difference between 6 and 9 or 2 and 5. Do not place lines at the
bottom of the cyphers to indicate orientation (this provides an unnecessary crutch, and may cause confusion later for the child).

Number Rods and Cards

Materials The set of number rods and a set of figures from 1 to 10, each printed on a separate card. A large working mat. Sitting mat to
hold the cards. An additional large working mat for exercises.
Prerequisite Sandpaper cyphers.
Control of Error In the counting.
Direct Aim To help the child associate the quantities 1 to 10 with the corresponding numerical symbols. To introduce the sequence of
numbers. For last two exercises, to give the first sensorial impression of the four operations (addition, multiplication, subtraction,
division).
Indirect Aim Preparation for the decimal system.
Age Approximately 4
Language Numeral ten, plus, minus, equal.
New Information Association of concrete quantities with their symbolic representation. Introduction of 10. Sensorial impression of the four
operations.
Endnote Always have the child verify the quantity by counting, even if the correct rod is chosen each time. This helps reinforce the
association between the rod and its verbal quantity (the name). It also builds the habit of checking work.

Spindle Boxes
Materials One (or two) wooden box (always presented together if two) each divided into ten compartments. At the back of the
compartment are painted the numbers 0 – 9. 45 spindles in a basket or box. A box or basket of colored ribbons, rubber bands,
or Velcro strips for binding the spindles.
Prerequisite Number Rods and Cards
Control of Error In the material--exactly 45 spindles are required to fill the compartments.

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Direct Aim To help the child consolidate the association of quantities and the corresponding numerical symbols. To help the child see the
numerals written in succession/sequence. To introduce zero (as shown by the empty compartment). To help the child realize that
quantities are composed of loose, identical, individual units.
Indirect Aim To help the child realize that the only numerical figures we need are 1 to 9 and zero.
Age Approximately 4.
Language Spindle, zero, fastener, bundle.
New Information Quantity is made up of individual units. Introduction to zero. Sequence of numbers.

Zero Activity
Materials No material.
Prerequisite Spindle Boxes
Control of Error In the group of children and the adult.
Direct Aim To help the children understand both intellectually and emotionally that zero means nothing.
Indirect Aim Preparation for the decimal system.
Age Approximately 4.
Language Zero.
New Information Further clarification of the meaning of zero.
Endnote It’s important that you make this activity dramatic, fun, and interesting.

Cards and Counters

Materials In a box or basket, ten small cards with the numbers 1 to 10 printed on them. 55 identical objects, counters, shells, glass beads,
etc.
Prerequisite Spindle Boxes and Zero Activity
Control of Error In the material--there should be no counters left, nor any missing. In the child--arranging the cards by the child’s knowledge of
the numerical order.
Direct Aim To reinforce the knowledge that each number is made up of separate quantities. To help the child confirm to herself that she
knows the sequence of numbers and how many separate units form each number. For the exercise: to introduce the concept of
odd and even numbers in a sensorial way in order to help the child understand the concept and recognize the pattern of odd and
even.
Indirect Aim To prepare for the divisibility of numbers (by 2). To prepare the child for skip counting (2, 4, 6, 8, 10).
Age 4-4.5 (sometimes the exercise is shown later)
Language Odd, even, counters.
New Information Pattern of odd and even.
Endnote This activity is similar to the third period of a three-period lesson. The rods and cards presentation is like the first period and the
spindle boxes is like the second. This activity is like the confirmation period as it reviews what the child already knows, but while
introducing the concept of odd and even.

Memory Game of Numbers (Chit Game)

Materials A box or basket with 11 little packets, each containing a number 1 to 10 and 0 written on paper or wooden pieces. Objects from
the environment. Trays
Prerequisite Zero Activity and Cards and Counters
Control of Error In the adult and the other children; verification by counting.
Direct Aim To help the child’s memory by asking him to retain a numerical symbol in his mind for as long a period as possible.
To help the child apply and consolidate the understanding of the meaning of zero.
Indirect Aim To help the child control his emotions by an effort of the will.
Age Approximately 4-4.5. At the end of the first group, Numbers 1-10.
Language No new language, unless the objects need naming.
New Information This is the last of the activities of Numbers 1 to 10. It is a consolidation experience for the child.

Decimal System
Introduction to the Golden Bead Material
Materials For the presentation: The decimal bead presentation tray consisting of 1 unit, 1 ten-bar, 1 square of hundred, and 1 cube of
thousand. A working mat. For the exercise: The “store” of wooden bead materials consisting a container of loose unit beads and
trays or boxes of thousand-cubes, hundred-squares, and ten-bars. There should be an indefinite number of each category.
For each child: one tray with an empty unit cup. One large working mat to work at. Three small sitting mats upon which to put the
bead materials.
Prerequisite Work with the activities of the Math Numbers 1 to 10 area: understanding of quantity, recognition of numerical symbols 1 to 10,
and ability to order the numbers in succession.
Control of Error In the adult and the other children. Verification by counting.
Direct Aim To introduce the child to the differences in quantity within categories in the decimal system. To help the child become familiar
with the names of the different categories. To help the child work with large numerical quantities within the framework of the

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 decimal system. To give the relative sizes between the categories.
Indirect Aim To prepare the child for further work within the decimal system.
Age About 4.5
Language Unit, hundred, thousand, store, quantity.
New Information Introduction to the categories of the decimal system.
Endnote Dr. Montessori chose gold for the color of this material because it is a precious metal and mathematics is a precious gift to
humanity. The bead material contains an indefinite number in each category to give the child a clear understanding of what
each of the categories are and not that there are only nine of each one. A distinction should be made between hierarchy and
category. There are three categories within each hierarchical family: units, tens, and hundreds. These three categories are
within the hierarchies of simple (units), thousand, and million.

Introduction to the Decimal Card Material

Materials For initial presentation: A presentation set of decimal cards including: the unit (1) card in green, the 10 card in blue (it is twice as
long as the unit card), the 100 card in red (it is three times as long as the unit card), and the 1000 card in green (it is four times
as long as the unit card). The presentation cards are kept in a box to the right of the decimal bead presentation tray.
A working mat. For exercise: A box with the following cards: The unit cards 1 through 9 printed in green. The ten cards 10
through 90 printed in blue. The hundred cards 100 through 900 printed in red. The thousand cards 1000 through 9000 printed in
green. Each of these cards is in the same proportion as the initial presentation cards. The cards are kept in a box beside the
decimal system bead material. Four decimal mats or working mats (One for each set of cards in a vertical column). For each
child: an empty tray. A working mat to work at.
Prerequisite Work with the activities of the Math Numbers 1 to 10 area: understanding of quantity, recognition of numerical symbols 1 to 10,
and ability to order the numbers in succession. Introduction to the Golden Bead Material.
Control of Error In the adult.
Direct Aim To help the children become familiar with the graphic symbols (numerals) representing the categories of the decimal system.
Indirect Aim Preparation for association of the symbols on the cards with the quantities represented by the golden beads.
Age About 4.5, after the Golden Bead Material
Endnote When we ask the child for 400, she may bring the 100, 200, 300, and 400 cards. Explain that with the cards, she only needs to
bring the 400 card.

Formation of Numbers
Materials The bead formation tray of golden bead material: 9 unit beads, 9 bars of ten, 9 squares of hundred, 1 cube of thousand. The
decimal cards: 9 units, 9 tens, 9 hundreds, 1 thousand. One decimal or working mat for the cards. Two working mats: one for
the beads and one to work at. One empty tray with a unit bowl.
Prerequisite Familiarity with the golden beads and decimal cards.
Control of Error In the adult and the counting.
Direct Aim To reemphasize the meaning of numbers. To help the child become familiar with the names of the different categories and to
acquaint herself with the relative differences in size and shape among the categories. To help the child handle large quantities
within the decimal system. To give the child the wording for large numbers.
To reinforce the notion of zero as a value placeholder.
Indirect Aim To help the child realize and become aware that while the significant digits are from 1 to 9, it is the place they occupy in a
numeral that gives the value of the digit. To help the child realize and become aware that in a number containing two or more
digits, zero holds an empty place showing that a category is missing. To help the child become conscious of the static laws that
determine the organization of numbers in the decimal system:
-Each category consists of nine objects (numbers)
-Each hierarchy is made up of three categories (units, tens, hundreds)
-The ratio between each category and the next larger category is 1:10
-The ratio between the unit of one hierarchy and the unit of the next larger hierarchy is 1:1000
-The categories repeat in sequence through an unlimited number of hierarchies
Age About 4.5, after the Golden Beads and Decimal Cards
Language “Traditional” naming of teens and tens (e.g. eleven, twelve, twenty, thirty, etc.); category and hierarchy (used casually);
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Change Game
Materials The “store” of golden bead material: 45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9 wooden cubes of thousand.
Decimal cards: units 1-9, ten 10-90, hundreds 100-900, thousands 1000-9000. One large (presentation) tray with large unit
bowl. One tray with unit bowl (for the child). One decimal or working mat for the cards. One working mat to work at.
Prerequisite Formation of Numbers up to all four categories.
Control of Error In the counting and the adult.
Direct Aim To help the child experience the ordering law of the decimal system; i.e. to see that the decimal system leads to order and
makes the “uncountable” countable. To help the child become familiar with the mechanism of “changing”--ten of one category is
the same quantity as one of the next higher category.

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Indirect Aim To help prepare the child for the four arithmetical operations (addition, subtraction, multiplication, division).
Age About 4.5
Language Exchanging, changing.
New Information Once we get 10 of one category, it is exchanged for one of the next higher category. Impression of carrying over. The order of
the decimal system allows the child to make order out of chaos.

Addition with the Golden Bead Material

Materials The “store” of golden bead material the same as the Change Game: 45 unit beads, 45 bars of ten, 45 squares of hundred, 9
cubes of thousand. One set of large decimal cards: units 1-9, ten 10-90, hundreds 100-900, thousands 1000-9000. Three sets of
small decimal cards 1-3000 (or one set per child). One large presentation tray with the large green bowl. One working mat or
decimal card mat (for the large cards). One working mat (to work at). Three sitting mats or small decimal mats (for the small
cards). Three trays, each with a small green unit bowl (1 tray per child).
Definitions Addition: the merging of two or more unequal quantities to form a larger quantity. Addend: a quantity being merged with another
in addition. Sum: the resulting larger number from the merging of two or more addends. Static: addition using simple addends
which do not require changing to obtain the sum (i.e. the partial sum of each category is 9 or less). Dynamic: addition using
addends that require “changing” from one category to another.
Prerequisite Formation of Numbers; May or may not be Change Game.
Direct Aim To help the child continue working with large quantities according to the laws of the decimal system.
Indirect Aim To prepare the mathematical mind for the process of addition and the action of carrying from one category to the next. For all
operations: To help the child understand the meaning of the four operations, their relationship, and their differences:
-Addition and multiplication involve the merging of quantities
-Subtraction and division involve the subdivision of quantities
-Addition and subtraction involve unequal quantities
-Multiplication and division involve equal quantities
Control of Error In the counting, in the adult, and in the reverse operation.
Age 4.5
Language Merge, combine, addition, addend, sum.
Endnote -If the children have done lots of work with the Change Game, and understand carrying over or exchanging, we do not have to
introduce static addition. We can start with dynamic addition. Its important that we’re careful not to give addends that exceed the
sum of 9,999. These activities give the child sensorial impressions of the nature of addition. This is the most important part of this
work. Remember that the purpose is to help children understand the process, not to focus on getting the right answer.

Subtraction with the Golden Bead Material

Materials For static subtraction: The “store” of golden bead material: (45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9
wooden cubes of thousand). One set of large decimal cards 1 to 9000. Two sets of small decimal cards 1 to 3000 (for
subtrahend and for difference). The large presentation tray with the large green bowl. One small tray with a green bowl (for the
child). Two working mats (one for large cards and one to work at). Two sitting mats or small decimal mats (for small cards).
For dynamic subtraction: The “store” of golden bead material: (45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9
wooden cubes of thousand). One set of large decimal cards 1 to 9000. Three sets of small decimal cards 1 to 3000 (one per
child; used for subtrahends). One extra set of small number cards 1 to 9000 (used for final difference). Three trays, each with a
small green unit bowl (1 tray per child). The large presentation tray with the large green bowl. Three working mats (for large
cards; for small cards 1 to 9000, and one to work at). Three sitting mats or small decimal mats (for small cards 1 to 3000).
Definitions Subtraction: the splitting of a larger quantity into two or more smaller, unequal quantities. Minuend: the quantity being split.
Subtrahend: a quantity being taken away from the minuend. Difference: the resulting smaller number from the splitting the
minuend. Static: subtraction that does not require “changing” from one category to another. Dynamic: subtraction that does
require “changing” from one category to another.
Prerequisite Addition with the Golden Bead Material
Direct Aim To help the child continue working with large quantities according to the laws of the decimal system. To help the child realize that
if there is not enough in the category to subtract, you take one form the larger adjacent category and exchange it for 10 of the
lower category.
Indirect Aim To prepare the mathematical mind for the process of subtraction and the action of borrowing. For all operations: To help the
child understand the meaning of the four operations, their relationship, and their differences:
-Addition and multiplication involve the merging of quantities
-Subtraction and division involve the subdivision of quantities
-Addition and subtraction involve unequal quantities
-Multiplication and division involve equal quantities
Control of Error In the adult and the other children; verification by counting.
Age 4.5-5Language Borrow, take away, subtraction, minuend, subtrahend, difference (given casually).
Endnote These activities give the child sensorial impressions of the nature of subtraction. This is the most important part of this work.
Remember that the purpose is to help children understand the process, not to focus on getting the right answer.

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Multiplication with the Golden Bead Material
commands, not quantities).
Definitions Multiplication: The merging of two or more equal quantities to form a larger quantity; it is a special form of addition. Multiplicand:
The quantity being added two or more times. Multiplier: The number of times the multiplicand is added to itself. Product: The
resulting larger number formed by merging two or more multiplicands. Static: Multiplication not requiring the use of changing from
one category to another. Dynamic: Multiplication that involves “changing” from one category to another.
Prerequisite Addition with the Golden Bead Material
Control of Error In the counting, in the adult, and in the reverse operation.
Direct Aim To help the child continue working with large quantities according to the laws of the decimal system. To show the child that the
process of multiplication is the addition of equal quantities.
Indirect Aim To prepare the mathematical mind for the process of multiplication and the action of carrying over from one category to the next.
For all operations: To help the child understand the meaning of the four operations, their relationship, and their differences:
-Addition and multiplication involve the merging of quantities
-Subtraction and division involve the subdivision of quantities
-Addition and subtraction involve unequal quantities
-Multiplication and division involve equal quantities
Materials The “store” of golden bead material: (45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9 wooden cubes of
thousand). One set of large decimal cards 1 to 9000. One working mat or decimal card mat (for the large cards). Three sets of
small decimal cards 1 to 3000 (or one set per child). Three sitting mats or small decimal mats (for the small cards). Three trays
with small unit bowls (or one per child). The large presentation tray with the large green bowl. One working mat to work at. One
small glass bowl with small, square, paper slips with 1 to 10 printed in black to represent the multiplier (these numbers act as
Age 4.5-5
Language Multiply, multiplicand, multiplier, product (given casually).

Division with the Golden Bead Material

Materials The “store” of golden bead material: (45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9 wooden cubes of
thousand). One set of large decimal cards 1 to 9000. One working mat or decimal card mat (for the large cards). Three sets of
small decimal cards 1 to 3000 (or one set per child). Three sitting mats or small decimal mats (for the small cards). Three trays
with small unit bowls (or one per child). The large presentation tray with the large green bowl. One working mat to work at. One
small glass bowl with small, square, paper slips with 1 to 10 printed in black to represent the divisor (these numbers act as
commands, not quantities).
Definitions Division: the splitting of a larger quantity into two or more smaller, equal quantities; it is a special form of subtraction.
Dividend: the quantity being split. Divisor: the number of times the dividend is split. Quotient: the resulting smaller number from
the splitting the dividend. Static: division that does not require “changing” from one category to another. Dynamic: division that
does require “changing” from one category to another.
Prerequisite Multiplication with the Golden Bead Material
Direct Aim To help the child continue working with large quantities according to the laws of the decimal system. To show the child that the
process of division is the splitting of large quantities into smaller equal quantities.
Indirect Aim To prepare the mathematical mind for the process of division and the action of carrying over from one category to the next.
For all operations: To help the child understand the meaning of the four operations, their relationship, and their differences:
-Addition and multiplication involve the merging of quantities
-Subtraction and division involve the subdivision of quantities
-Addition and subtraction involve unequal quantities
-Multiplication and division involve equal quantities
Control of Error In the counting, in the adult, and in the reverse operation.
Age 4.5-5
Language Dividend, divisor, quotient, remainder (all given casually).
Endnote At another moment, begin to divide from the units to help the children understand in practice why we always divide from the
largest category.

Long Division with Bows

Materials The “store” of golden bead material: (45 unit beads, 45 bars of ten, 45 wooden squares of hundred, 9 wooden cubes of
thousand). Large decimal cards 1 to 9000. One working mat or decimal card mat (for the large cards). Three (or more) sets of
small decimal cards 1 to 3000 (one per child). Three (or more) trays with unit bowls (one per child). Glass bowl with 2- or 3-digit
divisor printed on paper. One working mat to work at. One chowki, small working mat, or sitting mat to hold the boxes of bows.
Three (or more) sitting mats or decimal mats for the small cards (one per child). One box with green bows. One box with blue
bows. One box with red bows. (note: for all colors, each bow is attached to a safety pin) 10 small trays, each with a small unit
bowl.
Definition Long division is a division problem that has a divisor equal to or greater than 10.
Prerequisite Practice with dynamic and static division with the golden bead material; early stages of division with the stamp game.

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Direct Aim To prepare the child unconsciously for the process of long division by showing that in division the answer is always what one
person or one unit gets.
Indirect Aim Remote preparation for division by fractions where divisor fraction is made into a whole number before obtaining an answer.
Control of Error In the counting and in the adult.
Age 5.5-6
Language Review of division language and concepts.
Endnote For Stage One, use a problem that is equally divisible with no remainder. Example: 1452 / 12. In order to know how many
children, add the digits of the divisor. Ex: 1 + 2 = 3.

Stamp Game - Introduction and Addition

Materials A box containing the following: Small wood or plastic squares (or stamps), all the same size. There are about 25 of each of the
following categories: Green, printed with 1 (representing the units). Blue, printed with 10 (representing the tens). Red, printed
with 100 (representing the hundreds). Green, printed with 1000 (representing the thousands, which are the units of the thousand
hierarchy). 28 skittles: one large green and nine each of green, blue, and red. Small discs in green, blue, and red (for place value
holders). A writing tray with the following: Squared paper organized by colored clips associated with the four operations:
red (addition), green (subtraction), yellow (multiplication), and blue (division). Lead pencil. Red pencil. Three or four pencils of
colors not related to the decimal system color scheme. A straight edge or ruler. For the introduction: the golden bead
presentation tray.
Prerequisite Group work with the operations using the golden bead material.
Control of Error The reverse operation for each.
Direct Aim To give the child the opportunity to carry out the operation of addition as an individual exercise. To help the child concentrate on
the categorical values involved and to see that these quantities are always from 1 to 9. To provide an introduction to the
traditional operational signs.
Indirect Aim To help the child become more familiar with the mechanism of changing.
Age 5-6
Language Plus, addend, sum, equals.
New Information The quantities of the different categories are represented in stamps that are all the same size (unlike the golden bead materials,
the ten is not bigger than the 1, the 100 is not bigger than the 10, and so on). The child is helped by the color of the stamps and
the numbers written on them.

Stamp Game - Subtraction

Materials A box containing the following: Small wood or plastic squares (or stamps), all the same size. There are about 25 of each of the
following categories: Green, printed with 1 (representing the units); Blue, printed with 10 (representing the tens); Red, printed
with 100 (representing the hundreds); Green, printed with 1000 (representing the thousands, which are the units of the thousand
hierarchy). 28 skittles: one large green and nine each of green, blue, and red. Small discs in green, blue, and red (for place value
holders). A writing tray with the following: Squared paper organized by colored clips associated with the four operations: red
(addition), green (subtraction), yellow (multiplication), and blue (division). Lead pencil. Red pencil. Three or four pencils of colors
not related to the decimal system color scheme. A straight edge or ruler.
Prerequisite Stamp Game Addition
Control of Error The reverse operation for each.
Direct Aim To give the child the opportunity to carry out the operation of subtraction as an individual exercise. To help the child concentrate
on the categorical values involved and to see that these quantities are always from 1 to 9. To provide an introduction to the
traditional operational signs.
Indirect Aim To help the child become more familiar with the mechanism of changing.
Age 5-6
Language Minus, minuend, subtrahend, difference.
Endnote If a child has difficulty understanding that we do not build the subtrahend, we can write out the subtrahend on a separate colored
piece of paper. Tell the child that the number on the colored paper is the one to be taken away. Then write this number on the
squared paper.

Stamp Game - Multiplication

Materials A box containing the following: Small wood or plastic squares (or stamps), all the same size. There are about 25 of each of the
following categories: Green, printed with 1 (representing the units); Blue, printed with 10 (representing the tens); Red, printed
with 100 (representing the hundreds); Green, printed with 1000 (representing the thousands, which are the units of the thousand
hierarchy). 28 skittles: one large green and nine each of green, blue, and red. Small discs in green, blue, and red (for place value
holders). A writing tray with the following: Squared paper organized by colored clips associated with the four operations: red
(addition), green (subtraction), yellow (multiplication), and blue (division). Lead pencil. Red pencil. Three or four pencils of colors
not related to the decimal system color scheme. A straight edge or ruler.
Prerequisite Stamp Game Addition and Subtraction
Control of Error The reverse operation for each.

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Direct Aim To give the child the opportunity to carry out the operation of multiplication as an individual exercise. To help the child
concentrate on the categorical values involved and to see that these quantities are always from 1 to 9. To provide an introduction
to the traditional operational signs.
Indirect Aim To help the child become more familiar with the mechanism of changing.
Age 5-6
Language Times, multiplicand, multiplier, product.

Stamp Game - Division

Materials A box containing the following: Small wood or plastic squares (or stamps), all the same size. There are about 25 of each of the
following categories: Green, printed with 1 (representing the units); Blue, printed with 10 (representing the tens); Red, printed
with 100 (representing the hundreds); Green, printed with 1000 (representing the thousands, which are the units of the thousand
hierarchy). 28 skittles: one large green and nine each of green, blue, and red. Small discs in green, blue, and red (for place value
holders). A writing tray with the following: Squared paper organized by colored clips associated with the four operations: red
(addition), green (subtraction), yellow (multiplication), and blue (division). Lead pencil. Red pencil. Three or four pencils of colors
not related to the decimal system color scheme. A straight edge or ruler.
Prerequisite Division with Decimal Beads, Long Division with Bows, Stamp Game Multiplication
Control of Error The reverse operation for each.
Direct Aim To give the child the opportunity to carry out the operation of division as an individual exercise. To help the child concentrate on
the categorical values involved and to see that these quantities are always from 1 to 9. To provide an introduction to the
traditional operational signs.
Indirect Aim To help the child become more familiar with the mechanism of changing.
Age 5-6
Language Divided by, signs, skittle, disc, divisor, quotient, remainder.
Endnote The child may make up his own problems, which may not divide out evenly. Show how to make the remainder sign (R) and write
the remaining number.

Dot Game
Materials Squared paper inserted into a frame of ground glass or slate with columns headed 1, 10, 100, 1000, and 10000. The columns
are divided into small squares so there are 10 squares in each horizontal row. At the foot of each column are two spaces, the
upper one for carrying figures and the lower one for the results. There is a blank column at the right side in which the problem is
written. The contemporary material may be a dry-erase type surface. A black writing instrument appropriate to the surface: a
dry-erase marker, a grease pencil, or chalk. A similar red writing instrument. Cleanup material appropriate to the surface: a bowl
for water and a sponge; an eraser; or a tissue.
Prerequisite A lot of work with the Stamp Game Addition.
Control of Error None. At this stage it is not the exactness of the result that is sought, but the stated direct aims.
Direct Aim To give further understanding of addition with the decimal system. To help the child carry out large additions concentrating on the
categorical value of the digit. To help the child realize that it is just as easy to add thousands as it is units.
Indirect Aim To help the child become familiar with the mechanism of carrying over.
Age 5-5.5, after many additions with the stamp game
Language Ten thousand.
New Information Recognizing categories in the column of addends in the right hand column (all written in black).
Endnote With this work the materials become less concrete and more symbolic. There is no color differentiation among categories except
for at the top. We only have dots to represent the quantities. It’s the placement of each number that determines
the value of the number (in the right column). The numbers that are carried over are emphasized in this game so that the child
has a clear understanding of the process of carrying. This work is parallel to the Stamp Game, but make sure the child has done
many additions before introducing the dot game.

Word Problems
Materials Five prepared word (or story) problems for each arithmetic operation, printed on cardstock. The problems should not hint at the
operation to be performed (i.e. don’t use words like “add” or “take away”). On the back of each problem is a dot, color-coded
with the color of the operation: red-addition, green-subtraction, yellow-multiplication, blue-division.
Prerequisite Work with the operations in the decimal bead material and the Stamp Game; fairly fluent reading for the written problems.
Control of Error In the adult. For the operation, the colored dots on the back of the cards. The reverse operation.
Direct Aim To apply the knowledge of the four operations to daily life.
Indirect Aim Total reading.
Age 5-6, after the decimal bead material
Endnote Word problems are important because they enable the child to apply her knowledge and see that the four operations have a
natural and meaningful place in everyday life. The word problems also provide the child with practice in problem solving--she has
to figure out which operation is appropriate and what material might help her solve the problem, as well as deciding what
information in the story is helpful in solving the problem.

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Counting

Teens Stage l - Beads 11-19

Materials A box containing 9 bars of ten. A second box containing the nine colored bead bars, one to nine in the colors of the bead stair: 1
red, 2 green, 3 pink, 4 yellow, 5 light blue, 6 lavender, 7 white, 8 brown, 9 dark blue. A working mat.
Prerequisite Formation of numbers, or if child is interested these may be presented after the Numbers 1 to 10 math area.
Control of Error In the adult and the counting.
Direct Aim To give the child a sensorial impression of the quantities 11-19 and show their relationship to the quantity of ten. To introduce the
traditional names of the quantities.
Indirect Aim To help the child work well in the decimal system.
Age 4.5-5
Language Names of the numerals 11 to 19.
New Information This is the first time the child sees the colored bead bars.
Endnote The bead stair clearly distinguishes each number up to ten as separate entities of different quantities (10 and 1 equals 11; 10
and 2 equals 12...).

Teens Stage ll - Boards 11-19

Materials Two rectangular boards with six horizontal bars dividing each board into five equal compartments. (Some boards also have a
vertical bar dividing each board down the middle.) The first board has five tens printed on it and the second board has four
(the last compartment is blank). Nine cards each with a numeral from 1 to 9 printed on it and fitting in the compartments on the
boards. A working mat.
Prerequisite Teens Stage l - Beads.
Control of Error In the adult.
Age 4.5-5
Direct Aim To associate the name of the numeral with the symbols.
Indirect Aim None.

Teens Stage lll - Beads and Boards 11-19

Materials Teen boards and teen beads (box of colored beads and box of 9 ten-bars). A working mat.
Prerequisite Teens Stage l and ll - Beads, Boards with cards.
Control of Error In the counting.
Direct Aim To help the child associate the symbol with the quantity.
Indirect Aim None.
Age 4.5-5
Endnote The bead stair clearly distinguishes each number up to ten as separate entities of different quantities (10 and 1 equals 11; 10
and 2 equals 12...).

Tens Stage l - Beads 10-90

Materials Forty-five bars of ten in a box. A working mat.
Prerequisite Teens Stage lll - Beads and Boards.
Control of Error In the adult.
Direct Aim To help the child learn the traditional names for the tens 10 to 90. To help the child learn that twenty is two tens, thirty is three
tens, and so on. To help the child associate the name with the symbol.
Indirect Aim None.
Age 4.5-5
Language Traditional names for 20, 30, 40, 50, 60, 70, 80, and 90.

Tens Stage ll - Beads and Boards 10-90

Materials Tens boards (similar to the teens boards except the printed numbers go from 10-50 on the first board and 60-90 on the second
board). Forty-five bars of ten in a box. A working mat.
Prerequisite Tens Stage 1 - Beads.
Control of Error In the adult.
Direct Aim To help the child learn the traditional names for the tens 10 to 90. To help the child learn that twenty is two tens, thirty is three
tens, and so on. To help the child associate the name with the symbol.
Indirect Aim None.
Age 4.5-5
Language Traditional names for 20, 30, 40, 50, 60, 70, 80, and 90.

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Tens Stage lll - Beads and Boards 11-99
Materials Tens boards and the loose cards 1 to 9. Nine ten-bars in a box. Ten units in a bowl. A tray to hold the ten-bars and units.
A working mat.
Prerequisite Tens Stage ll - Beads and Boards.
Control of Error In the adult.
Direct Aim To help the child learn the names of the numbers 21-99.
Indirect Aim None.
Age 4.5-5
Language Traditional names for 21-99.

Linear Counting Stage l - Hundred Chain

Materials The hundred-chain of 10 ten-bars. One square of hundred. A box containing arrows with the numbers 1, 2, 3...10, 20, 30...100.
The units arrows are green, the tens are blue, and the hundred is red. A felt mat to fit the hundred-chain. A small mat on which to
organize the arrows. A small tray available with scissors, colored paper, and pencil. This is used to make new arrows in case one
gets lost or damaged.
Prerequisite Teens and Tens (traditional names).
Control of Error In the counting and the arrows.
Direct Aim To give the child the opportunity to apply her knowledge of the traditional names for the combinations of hundreds, tens, and
units from 1 to 100.
Indirect Aim Preparation for the multiplication tables. Indirect preparation for squaring.
Age 5 and up
New Information Counting by tens.

Linear Counting Stage ll - Thousand Chain

Materials The thousand-chain of 100 ten-bars. Ten squares of hundred. A box containing green arrows 1-9, blue arrows for the tens (10,
20, 30...90), red arrows for the hundreds (100, 200, 300...900), and blue arrows that are multiples of ten greater than 100, but not
including multiples of 100 (110, 120, 130...210, 220, 230...970, 980, 990), and one green arrow for the thousand. A long felt mat
to fit the thousand-chain (12 meters long by half-meter wide). A medium felt mat to fit the hundred-chain. A tray lined with felt to
carry the cubes and squares. A small mat on which to organize the arrows. A small tray available with scissors, colored paper,
and pencil. This is used to make new arrows in case one gets lost or damaged.
Prerequisite Teens and Tens and the Hundred Chain.
Control of Error In the counting and the arrows.
Direct Aim To give the child the opportunity to apply her knowledge of the traditional names for the combinations of hundreds, tens, and
units from 1 to 1000. To show the striking difference between the hundred chain and the thousand chain (the difference is 102
versus 103).
Indirect Aim Preparation for the multiplication tables. Indirect preparation for squaring and cubing: to show the child the difference between
the square of ten and the cube of ten.
Age 5 and up
New Information Counting by tens and hundreds.
End Note The thousand chain may be presented on the same day as the hundred chain if the child is interested and able so that he can
see a visual comparison between the hundred and the thousand. (Generally, it is not done the same day.) If it is not presented
on the same day, you may bring out the hundred chain and place it on a smaller mat next to the thousand chain.

Skip Counting
Materials Cabinet of bead cubes, squares, and chains for numbers 1 to 10: Each number has its own cube along with the number of
squares it takes to make up its cube. (Example: For the number 3, there is a cube of 3-bars, and 3 squares of 3-bars.) Each
number has two sets of chains: a square (or short) chain lying flat (the number times itself) and a cube (or long) chain hanging
on hooks (the number to the third power).
Description of the chains 1 to 9 (long and short) and their labeling arrows:
1 (red) Three red bead bars for 1, 1 squared, and 1 cubed
An arrow marked “1” for the square and cube bead bars
2 (green) Short chain: green labels marked 1, 2, 4
Long chain: green labels marked 1, 2, 4, 5, and 8
3 (pink) Short chain: pink labels marked 1, 2, 3, 6, 9
Long chain: the same pink labels plus by 3’s up to 27
4 (yellow) Short chain: yellow labels marked 1, 2, 3, 4, 8, 12, 16
Long chain: the same yellow labels plus by 4’s up to 64
5 (light blue) Short chain: light blue labels marked 1, 2, 3, 4, 5, 10, 15, 20, 25
Long chain: the same light blue labels plus by 5’s up to 125
6 (lavender) Short chain: lavender labels marked 1, 2, 3, 4, 5, 6, 12, 18, 24, 30, 36
Long chain: the same lavender labels plus by 6’s up to 216

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 7 (white) Short chain: white labels marked 1, 2, 3, 4, 5, 6, 7, 14, 21, 28, 35, 42, 49
Long chain: the same white labels plus by 7’s up to 343.
8 (brown) Short chain: brown labels marked 1, 2, 3, 4, 5, 6, 7, 8, 16, 24, 32, 40, 48, 56, 64
Long chain: the same brown labels plus by 8’s up to 512.
9 (dark blue) Short chain: dark blue labels marked 1, 2, 3, 4, 5, 6, 7, 8, 9, 18, 27, 36, 45, 54, 63, 72, 81
Long chain: the same dark blue labels plus by 9’s up to 729
Long narrow mat (the one used for the thousand-chain).
Small mat for arrows.
Tray for carrying arrows, squares, and cube.
Prerequisite Thousand Chain.
Control of Error In the counting.
Direct Aim To give the child further experience with linear counting. When reading arrows the child experiences skip counting which
indirectly prepares for the tables of numbers.
Indirect Aim Indirect preparation for multiplication.
Age 5 and up
New Information Counting by numbers other than one, ten, and hundred.
Endnote We show the child the concept of skip counting with chains other than 100 and 1000. These help the children understand how
we square and cube other numbers. We begin with the chain of five because the child only needs to remember 5 and 10 (5, 10,
15, 20, 25, 30...).

Memorization

Addition Snake Game

Materials One red box of colored bead bars from 1 to 9, five of each bar. One gold box of 25 bars of ten. One black-and-white box of the
black-and-white bead stair. Bars 1 through 5 are all black. For bars 6 through 9, the first five beads are black and the remaining
bead(s) are white. A tray for the three boxes. A small, notched card called a bridge, with a container to hold it. A piece of gray felt
(32 x 18 inches) with red binding.
Prerequisite Skip Counting (see endnote)
Control of Error The verifications are not shown during the child’s first work with the snake game, but after many snakes. We can present the
first verification when the child shows an interest in verifying her counting. The second way is shown toward the end of work with
the snake game and after the second way of counting has been shown.
Direct Aim To familiarize the child with all the possible combinations that will make up ten. To give the child the subconscious knowledge
that no two single digits added are greater than 18 (any over this is not an essential combination). To give the first basic
practices in memorizing the essential addition combinations.
Indirect Aim Indirect preparation for multiplication
Age 5 and up
New Information Counting by numbers other than one, ten, and hundred
Endnote The snake game is presented after the decimal system and tens board. It may be parallel to linear and skip counting, but it is
easier if these are done before the game.

Addition Strip Board

Materials A board divided into 18 squares across and 11 squares vertically. Across the top are the numerals 1 to 18, corresponding to the
squares. Numerals 1 to 10 are in red and 11 to 18 are in blue. A red line divides the board vertically between 10 and 11(to show
that additions adding up to 10 are the basic additions). Two sets of numbered strips. The shortest strip is the same size as a
square on the board. The longest strip is nine squares long. At the right end of each strip is the numeral corresponding to the
strip’s length. One set of strips is red with blue numerals and blue lines dividing the strips into squares. The second set is blue
with red numerals and no divisions. Printed addition tables on a tray with a lead pencil. Addition control charts. For the exercises:
tray with squared paper, a lead pencil, and a red pencil; box with addition problems; paper for the exercises: three sets of 5
squares across, 9 squares down.
Prerequisite Addition Snake Game
Control of Error Control charts 1 and 2. In the child’s visual sense.
Direct Aim To help the child concentrate on and memorize the basic additions of numbers 1 to 9. The red line has the same purpose as the
notched card in the snake game, to show how many are needed to make ten and how many extra there are. The red line
teaches the child how numbers split into two sections, one for completing a 10 and the other bringing us closer to completing a
second 10; this is the mechanism of addition that must be learned. The child is helped to see the entire structure of addition and
to memorize the combinations. To present the commutative property: 9 + 1 = 1 + 9.
Indirect Aim None.
Age 5-6
New Information During this exercise, this is the first time that an answer that is more than one digit is put into one square together. The
commutative law.

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Addition Charts
Materials There are six addition charts: two control charts, three practice charts, and one blank chart:
Control chart 1: A reproduction of all the addition tables 1 through 9 with sums written in. Doubles are on the diagonal.
Control chart 2: Only the basic combinations without repetitions. All the combinations with the same sum are on the same line.
The doubles are on the diagonal.
Practice chart #1: It has the numerals 0 through 9 written on a blue horizontal strip across the top, and 1 through 9 written on a
red vertical strip on the left side. The squares in the middle give the sums.
Practice chart #2: It has the numerals 1 to 9 written on a vertical red strip on the left side. It is diagonally half of the first practice
chart.
Practice chart #3: It has red vertical addends and one of each sum on the diagonal.
Note: The practice charts are sometimes called the finger charts. The blank chart: It is similar to the first practice chart except
there are no sums in the middle squares--they are blank. With this chart there is a box with a set of tiles that each have a sum
written on it (the answers). For the practice charts, each have a tray with a box of problems, squared paper, and a pencil.
Note: All the charts have five basic functions:
Provide a control of error.
Provide reading material for children.
Provide a group activity for children who are now older.
Help the child memorize math facts
Provide an opportunity for meditation and discoveries. (Ex: Finding patterns, seeing similarities and differences.)
Do not display the charts stacked on a shelf. Display them so that they are accessible and readily seen by the children.
Prerequisite Addition Strip Board.
Control of Error In the charts.
Direct Aim To help the child concentrate and memorize all the basic additions. The various charts give the child the possibility of repetition,
which helps fix the combinations in her memory.
Indirect Aim To help the child realize that she knows the basic additions.
Age 5-5.5 and up

Subtraction Snake Game

Materials One green box of colored bead bars from 1 to 9, five of each bar. One gold box of 25 bars of ten. One gray box containing gray
bead bars from 1 to 9. Bars 1 through 5 are light gray. For bars 6 through 9, the first five beads are light gray and the remaining
bead(s) are dark gray. One black-and-white box of the black-and-white bead stair. Bars 1 through 5 are all black. For bars 6
through 9, the first five beads are black and the remaining bead(s) are white. A tray for the four boxes. A small, notched card
called a bridge, with a container to hold it. A piece of gray felt (32 x 18 inches) with green binding.
Prerequisite Addition Snake Game
Control of Error In the verification.
Direct Aim To help the child concentrate on the basic subtractions.
Indirect Aim Indirect preparation for algebra, showing that equal quantities of opposite signs eliminate each other (the positive and the
negative of a number cancel each other out).
Age 5-6 and up

Subtraction Strip Board

Materials A board similar to the addition strip board except the numerals 1 to 9 across the top are blue and the numerals 10 to 18 are red.
There is a vertical blue line after 9 because any difference greater than 9 is not a basic subtraction. (Children only need to
memorize the blue.) Two sets of colored strips, one red and one blue (like those used for the addition strip board). (The red
strips are only used for the exercises.) A set of 17 blank strips of plain wood (used to create the minuend). For the presentation:
Subtraction tables 1 to 18. Only the basic subtractions are listed on these tables and each table begins with the largest
subtrahend (not higher than 9). Ex: 18 9, 17 9, or 16 9. For the exercise: A tray with squared paper, lead pencil, and red
pencil. Subtraction control chart.
Prerequisite Subtraction Snake Game
Control of Error Subtraction control chart #1.
Direct Aim To help the child concentrate on the basic subtractions, leading to memorization.
Indirect Aim None.
Age 5-6

Subtraction Charts
Materials There are three charts:
A control chart with a copy of all the tables (to be used with the subtraction strip board). Repetitions are not included.
One practice chart: an abridged chart showing the minuends 1 to 18, the subtrahends 1 to 9, and the differences.
The blank chart shows the minuends 1 to 18 in red across the top and down the right side, the subtrahends 1 to 9 in blue down
the left side of the chart, and the squares in the middle are blank.

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 A box containing cards with the basic subtraction problems. A wood box with small cards each with a difference to complete the
blank chart. A tray with squared paper and pencil.
Prerequisite Subtraction Strip Board
Control of Error The subtraction control chart (or the practice chart).
Direct Aim To help the child concentrate on the basic subtractions, leading to memorization. To help the child memorize the subtraction
combinations. To help give the child the possibility of repetition which helps to fix the combinations in the memory. To extend the
child’s work with subtraction combinations.
Indirect Aim None.
Age 5-6

Multiplication with Bead Bars

Materials A box divided into ten compartments. In each compartment are 55 of each color of bead bars, one to nine, and the gold bars of
ten. A piece of gray felt bound in yellow. If the environment does not have a large table, unroll a mat and put the felt mat on top
of it.
Prerequisite Understanding of the nature of multiplication (with beads and stamps).
Control of Error In the counting.
Direct Aim To show multiplication in its geometric form: that a succession of lines creates a surface (that is why it is called geometrical). To
show the multiplication is never a quantity, but indicates how many times to take a number.
Indirect Aim To prepare the child for square roots, factoring, and the commutative law. To prepare the child for division by helping her realize
that multiplication and division are reciprocal. (Ex: if 3 x 4 = 12, then 12/4 = 3.) The geometric formation is an indirect
preparation for exercises done later in geometry and algebra (in elementary).
Age 5 and up

Multiplication Board
Materials A wooden board on which the numerals 1 to 10 (the multipliers) are written horizontally across the top of the board. Each of
these numerals corresponds to a column of cavities. There are ten cavities in each column for a total of 100 cavities. A large red
skittle indicating the multiplier. Ten rectangular cards with the numerals 1 through 10 written in red on the right edge of the card
to indicate the multiplicand. These cards fit into a small slot in the middle of the left side of the board. A box of 100 red beads.
The multiplication tables 1 through 10, with each table number multiplied up to 10. A small tray to hold the beads and
multiplicand cards. A tray to hold the tables and a lead pencil. Multiplication control charts.
Prerequisite Multiplication with beads and stamps; Multiplication with Bead Bars.
Control of Error Multiplication chart #1.
Direct Aim To help the child concentrate on the basic multiplications in succession. To give additional experience with multiplication and
memorization of basic multiplication facts.
Indirect Aim To help the child discover she knows the basic multiplication tables from memory.
Age 5-6

Multiplication Charts
Materials There are five multiplication charts:
Control chart #1: A representation of all the multiplication tables with their products.
Control chart #2: This chart found only in the Dutch material. It is diagonally half the first chart. On the diagonal are the squares
of the numbers.
Practice chart #1: This chart shows the multiplicands 1 to 10 on the left with a red border. The top blue row represents the
multiplier. In the middle are the products. This chart has a small box of problems that are cards with the combinations written on
them.
Practice chart #2: This chart is diagonally half the first practice chart (repetitions of products are removed). It has a red strip of
numbers on the left that act as both the multiplier and the multiplicand. This chart also has its own box of problems.
Blank chart: This chart is similar to practice chart #2, but the squares in the middle are blank. With this chart there is a box with
cards on each of which is written a product (the answers).
There is also a box of problems. A small tray with squared paper and pencil.
Prerequisite Multiplication Board.
Control of Error Multiplication charts #1 and #2.
Direct Aim To help the child memorize the multiplication tables.
Indirect Aim None.
Age 5-6

Unit Division Board

Materials A wooden board with a green section across the top with nine circular indentations for the numerals 1 to 9. This green area
indicates that the divisor consists of units. The nine green skittles are placed on the indentations to indicate the divisor. Down
the left side of the board are the numerals 1 to 9, each of which corresponds to a horizontal row of nine cavities. These numbers
show the quotient--what each skittle receives. Nine green skittles in a container. 81 green beads for the dividend in a container.

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 An empty green bowl. Paper division tables. There are two versions: A packet of 81 division tables, one for each dividend from
81 to 1. The tables from 81 to 9 have divisions with divisors from 9 to 1. The Nienhuis version has the divisors (1 through 9)
printed on the table, but the dividend and the quotients need to be filled in. A column on the right is provided for remainders. A
tray with the division tables, lead pencil, red pencil, and ruler. Squared paper for exercises, 11 squares by 10 squares.
Prerequisite Division with stamp game.
Control of Error Division chart #1 and multiplication control chart.
Direct Aim To help the child concentrate on the basic divisions and their quotients. To show the child that not every number is exactly
divisible. To show the relationship between multiplication and division.
Indirect Aim To help the child discover he knows the basic division combinations from memory.
Age 5.5-6

Division Charts
Materials Chart 1: Practice chart. This chart is a representation of Exercise 1 with the unit division board. This chart gives all the basic
divisions by units 1 to 9, and it gives only the numbers between 81 and 1 that can be divided without a remainder. The numbers
81 to 1 (dividends) are written on a horizontal blue strip across the top of the chart. The prime numbers are bordered in red or
left white. The divisors 9 to 1 are on the left side with a division sign placed before a numeral. The quotients are in black. A box
with problems for practice chart 1. A tray with squared paper and a lead pencil.
Chart 2: Blank chart. This chart is the same as the practice chart except that the middle squares are blank. A box of tiles on
each of which is printed a numeral 1 to 9. There is at least 1 of each numeral.
Prerequisite Unit Division Board.
Control of Error The multiplication control charts.
Direct Aim To help the child learn and memorize the division combinations.
Indirect Aim Indirect preparation for factoring and fractions.
Age 5.5-6

Passage to Abstraction

Small Bead Frame

Materials A frame with a support to make it stand. The frame has four horizontal wires with ten beads on each wire: The top wire has
green beads representing the units. The second wire has blue beads for the tens. The third wire has red beads for the hundreds.
The bottom wire has green beads for the thousands. There is more space between the third and fourth wires than between the
other three. On the left side of the frame the numerals 1, 10, and 100 are marked on a white background in line with each
appropriate wire. The numeral 1000 is marked on the gray background. Prepared paper divided vertically in half. On each half
there are vertical lines in green, red, blue, and again in green. Between the hundreds’ red line and the thousands’ green line
there is a larger space and a column of commas. There are 28 horizontal lines.
Note: Be sure the beads on the frame are cleared to the left when not in use.
Prerequisite All of the decimal work prior to this. At least through the subtraction snake game and memory charts.
Control of Error Counting and the reverse operation.
Direct Aim To review the function of the decimal system by realizing that ten of one category equals one of the next. To reinforce that in
each category there are never more than nine, and that the value of the numbers is determined by the color and the place they
hold. To show that the function of zero is that of a placeholder for an empty category.
Indirect Aim To enable the child to apply what she has learned so far and prepare her for abstraction.
Age 6 and up

Wooden Hierarchical Material

Materials The unit is a green cube measuring 1/2 cm cubed. The ten is a blue rod five centimeters long divided by green lines into units.
The hundred is a red parallelepiped divided into tens by blue lines. The thousand is a green cube divided into hundreds by red
lines. The ten thousand is a blue bar divided into thousands by green lines. The hundred thousand is a red parallelepiped divided
into ten thousands by blue lines. The million is a green cube divided into hundred thousands by red lines. The decimal
presentation tray. The small hierarchical cards with the numerals 1, 10, 100, 1,000, 10,000, 100,000, and 1,000,000.
Prerequisite Small Bead Frame.
Control of Error In the adult.
Direct Aim To give the idea of the entire decimal system. To show quantity. To have the child experience quantity. To give the language.
Indirect Aim Indirect preparation for analytical geometry.
Age 6 and up

Large Bead Frame

Materials A frame similar to the small bead frame but with seven wires across which have beads representing units, tens, hundreds,
thousands, ten thousands, hundred thousands, and millions. The corresponding numbers are along the left side of the frame: 1,
10, 100 against a white background; 1,000, 10,000, and 100,000 against a gray background; and 1,000,000 against a black
background. There is a larger space between each hierarchical level. Notation paper to units of millions.

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 Note: Be sure the beads on the frame are cleared to the left when not in use.
Prerequisite Small Bead Frame and Wooden Hierarchical Material.
Control of Error The child’s knowledge in counting.
Direct Aim The child reviews the function of the decimal system by realizing that ten of one category equals one of the next. To reinforce
that in each category there are never more than nine, and that the value of the numbers is determined by the color and the place
they hold.
Indirect Aim To enable the child to apply what she has learned so far and prepare her for abstraction.
Age 6 and up

Division with Racks and Tubes

Materials Stands: There are three white stands for the simple hierarchy, three gray stands for the thousand hierarchy, and one black stand
for the million hierarchy. Each stand holds 10 tubes of beads.
Beads: Each tube contains ten beads. One white stand, one gray stand, and the black stand contain tubes of green beads
(units, thousands, and million). One white stand and one gray stand contain tubes of blue beads (tens and ten thousands).
The other white and gray stands contain tubes of red beads (hundreds and hundred thousands).
Cups: Each stand has associated with it a cup of corresponding color with the color of the rim corresponding to the color of the
beads in the tubes in the stands.
The unit division board with a green band with a “1” in the upper right corner. Green skittles in a container for the divisor. Tray
with division paper and lead pencil. Large bead frame (for initial comparison).
Prerequisite Unit Division Board and Large Bead Frame.
Control of Error The adult and in the reverse operation with the large bead frame.
Direct Aim Introducing the child to short division.
Indirect Aim To help the child reinforce her knowledge and understanding of division.
Endnote This presentation is sometimes called "test tube division".
Age 6 and up

Fractions

Introduction to Fractions
Materials Ten frames, each frame of which has a circular metal inset ten centimeters in diameter. One inset is a complete circle. The
other insets are divided into halves, thirds, fourths, and so on to tenths. Each sector has a knob for handling. (Optional)
Prepared slips to label the family name (with just the denominator under a line), one for each circle. Ex: 1, /2, /3, /4, and so on.
Prepared slips for each circle kept in labeled packets. Example: one packet has two slips with “1/2” on each, one packet has 3
slips with “1/3” written on each, one packet has 4 slips with “1/4” written on each, and so on. (The number of slips in each packet
corresponds to the denominator of the fraction.) Decimal bead demonstration tray. Large tray to carry fraction insets. Writing tray
with small slips of paper, pencil, and scissors.
Prerequisite Design work with the fraction insets. Work with all the operations.
Control of Error Mechanical--in the inset frames.
Direct Aim To give the child the experience of fractions, their related terminology, and their written form. To give the child a clear idea of
fractions and their equivalencies via experimentation.
Indirect Aim To prepare the child for further work with fractions.
Age 5½-6

Operations with Fractions

Materials The ten fraction frames and their metal insets. Prepared slips of fraction names kept in labeled packets. Packets with prepared
problems for each operation for the child to do individually. A bowl with 9 green unit skittles. Large tray to carry fraction insets.
Writing tray with long, squared paper, scissors and a pencil.
Prerequisite Fraction names and equivalencies. Much exploration with fractions. Much work with the four operations.
Control of Error In the adult and the various control charts.
Direct Aim To give the child the sensorial experience of the four operations with fractions.
Indirect Aim To prepare the child for further work with fractions.
Age 5.5-6

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