Habiba Qaisar D/11707

Assignment Module 5 Habiba Qaisar D/11707

Q No.1.
How would you teach numbers 0 to 10 to a child according to Montessori method? Explain all the
exercises in the group briefly in your own words.

Montessori approach is quite different and one of the easiest ways to teaching the concept of
numbers to the children in the early years of life. In Montessori education, they provide many
appropriate ways to the children for exploring the world of mathematics. The math journey

commences in the child‟s life with concrete experiences and then leads the child towards

abstractions. The opportunities of learning and teaching the mathematics are found very easily

from the daily life of the child. It is said that the child‟s brain is like a sponge, he greedily

absorbs all what is shown and taught to him. It would be very surprising to know that the child starts
learning mathematics from the very early age of his life, even though from the age of toddler.
Teaching the Mathematics to the child in the early years of life is not taken as a daunting task in the
Montessori Education. The basic and chief task of teaching to the child through Montessori
education is to make the concept very clear and comprehensible. In Montessori education numbers
are taught in the various ways so that the children may learn them with perfection be

cause the perfection in the child‟s life, was the basic motive of Maria

Montessori . We should make mathematics as a part of everyday activity for the children. Learning
can be a great fun for the children if taught playfully. It has been widely observed and understood
that children can learn faster and quickly when visual teaching practices are used. There are
countless activities which can make the math as a fun for not only toddlers but also kids (4 to 6 years
old) It is scientifically proved that the little children are naturally attracted to the science of
numbers. Mathematics, like language, is the product of the human intellect. It can be clearly said
that human beings have a mathematical mind.

Montessori took this idea, that the human has a mathematical mind, from the French philosopher
Pascal.

Children mind is always ready to estimate the quantity of the things, similarity, difference, patterns,
to make order, sequence in things and to control error in everyday life. Indirect Preparation of
Number

Understanding of numbers develops through experiences with concrete objects, which are used in
EPL Exercises because it contributes effectively in the development of mathematical mind. EPL are
the everyday household activities. The child is naturally attracted to these activities as these
experiences are essential part for full development and self dependence. By taking the participation
in these activities, the child becomes a responsible and helping member of the society who can deal
with the problems of everyday living. Along with it, at the unconscious level, practicing these
activities forms the essential patterns in the nervous system that leads to the conceptual
development of

Habiba Qaisar D/11707

Habiba Qaisar D/11707

order”,

“concentration”, “coordination”, and “independence”,

 which are all crucial elements of mathematical mindset. These skills are learned by the child
through EPL, without even knowing. Order is one of the basic elements for math, as we
cannot do any mathematics task without the capacity of sequencing and ordering. Similarly,
ability to the concentration on a task is also essential for math as it helps develop logical
thinking and problem solving. EPL also gives children good eye-coordination and controlled
movements, which are required to do work effectively with the math materials present in a
Montessori classroom and at home. There are different ways and materials of teaching
numbers to the kids in Montessori, The Number Rods (The Red Rods) Sandpaper Numbers
The Spindle Boxes Number Cards and Counters Memory Game Actions Game Number
Poems and RRhyme

Math Area
Number Rods
- Ten rods, grated in length, the shortest rod being ten centimeters in length, and each
succeeding rod increasing by the length of the first, with the longest rod being one meter.
These rods prepare the child for 1-10 counting

Habiba Qaisar D/11707

Habiba Qaisar D/11707

Number Rods
Number Rod Variation
- Using the same object children can count out the objects onto each section of the rods.
Sandpaper Numerals
- Numeral symbols 0-9 in sandpaper. These help the child with recognition of numerals 0 to
9.

Sandpaper Numerals
Association of Rods and Numerals
- Number rods and numeral cards 1-10. Children associate the number rod quantity with the
number symbol. Children gain a growing understanding of sequence as they work with
association exercises.

Small Number Rods

- These can also be used for simple addition along with Bead Stair Addition when the child is
ready to work with simple addition. I placed the photo here as an extension work wih the
Small Number Rods. Small Number Rods Addition with Small Number Rods.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

Spindle Boxes

- A child counts out the quantity of spindles in their hand and places each set of spindles
into the appropriate rectangular section. The Spindle Box indirectly helps to develop the
idea that each quantity can be made up of loose units taken together as one set. They also
begin to learn the concept of zero as an empty set.

Q No 2 (a). What do know about the decimal system?

The decimal system is a numeral system which organises and classifies numerical quantities into
different hierarchies of units. In the Montessori class it is offered when the child can count to ten
with complete understanding; with the knowledge of the symbols 1-9 and can recognise 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 child’s Sensitive Period

for Order and Classification ensures a greater thrill for handling large quantities at this stage.
Geometrical entities are used by Montessori as Material Abstractions for the decimal system of
numeration

1 Golden Bead is a unit (point)

Habiba Qaisar D/11707

Habiba Qaisar D/11707

10 Golden Beads make a ‘bar of ten’

10 ‘bars of ten’ make a ‘hundred square’

10 ‘hundred squares’ make a ‘thousand cube’

Q No 2 (b). How would you enable children to count any quantity and
identify numerals till 9999?
NUMBER CARDS AND COUNTERS
Children prepare for counting skills by learning to identify the numbers.
Numbers one through 10 are the foundation of math. Children must learn the
names, symbols and quantities that these numbers represent. As children
learn to say the numbers, use number cards to help them explore what the
numbers look like when written. Have them practice putting numbers in
sequence. Place one card on the table and invite a child to place the
remaining cards to the right in the proper order. The child can place counters
under each card to represent each number's quantity.

NUMBER RODS
Montessori number rods help reinforce the growing quantities associated
with numbers one through 10. Use 10 wooden rods of varying lengths,
ranging from 10 centimeters to 1 meter. The rods are colored in an
alternating red and blue pattern. For example, the first and smallest rod is
red. The second is divided into two sections of 10 centimeters each. The first
section is red and the second is blue. Encourage the child to lay them out in a
stair-like pattern, one on top of the other, shortest to longest. Then count
with the child from one to 10, pointing at each rod as your finger goes down
the stairs.

SPINDLE BOXES
Rote memorization does not encourage deep understanding of mathematical
concepts. Montessori believed that children need to use concrete materials

Habiba Qaisar D/11707

Habiba Qaisar D/11707

to graphically see what happens during a mathematical process. The

Montessori spindle box activity involves a long wooden box with 10 slots,
numbered zero to nine. Explain that the numbers tell how many rods to place
in each slot. Children then independently place the appropriate number of
spindle rods into each box, beginning with no spindle rods in the zero slot.
The spindle box activity helps children see rising quantity as numbers
increase and teaches the concept of zero.

NUMBER MEMORY
Once children are very familiar with the numbers through 10 and their
quantities, gather the group and give each child a small, folded piece of paper
with a hidden number on it. Set up collections of materials around the room,
such as crayons, cotton balls, paper clips and paper squares. Each child will
get a turn to open his secret number. During his turn, tell him which type of
object to collect. The child will then go and get the number of objects stated
on his paper. This activity pushes children to remember a given number and
its associated quantity and then transfer the information
Children prepare for counting skills by learning to identify the numbers.
Numbers one through 10 are the foundation of math. Children must learn the
names, symbols and quantities that these numbers represent. As children
learn to say the numbers, use number cards to help them explore what the
numbers look like when written. Have them practice putting numbers in
sequence. Place one card on the table and invite a child to place the
remaining cards to the right in the proper order. The child can place counters
under each card to represent ea
References
1. This should be done in groups.

2. Invite a few children have done the previous exercises.

3. Bring the material to a table/ mat with the help of the child.

4. Spread the mat on the table and lay out the material in the correct order.

5. The children stand in front of the table and the teacher at the back. The material should be in
correct order facing the children.

6. Begin with only one hierarchy, until the children are doing the work easily.

7. Put a quantity on the tray. e,g put four hundred squares on the tray.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

8. Show it to the group and ask: "Who can count how much is this?"

9. When a child has answered correctly, put the material back on the table.

10. Then put another quantity, e, g 3 thousand cubes, on the tray and ask another child to count it.

11. Continue the exercise in this way.

12. If a child does not participate, announce while you make a number that the

quantity is for “Ali” to count. Everyone else watch Ali quietly.

When the children can easier count quantities from one hierarchy separately, use quantities from
more than two hierarchies. E,g 4 thousands and 7 hundreds in the tray and ask a child to count it.
Also do the extension exercise with quantities from more than one hierarchy. Continue the exercise
till the children can count any quantity 9999.

Q No 3. Explain addition and multiplication exercises in your own words.

Operations with the Golden Bead Material

1.Addition.

Definition.

The action or process of adding something to something else.

Note.

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. MATERIAL:

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

2 green felt table mats

PURPOSE:

To help children understand addition

To learn the vocabulary involved - addition, addend, and sum

AGE:

4 years and older

EXERCISE

Habiba Qaisar D/11707

Habiba Qaisar D/11707

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 aim is that the children
understand the process of addition. The teacher must not be too persnickety. If she checks
quantities too much and is over-concerned with the sum, the process will be dragged out and the
children will feel uncertain. They will not enjoy the work as much, and they will not reach the same
understanding as they otherwise would. Throughout the exercises the children will stand in front of
the work, so that they see the numerals and the arrangement of beads right side up and in correct
order. The teacher can stand at the back.

ARRANGEMENT:

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 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.

EXERCISE:

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, e.g. John and Jen, and asks them each in turn to read the
numeral on their tray. When they have done so, the teacher says, "Now John, you collect two
thousand, four hundred, three tens, five and, Jen, you collect one thousand, two hundred, four tens,
one in golden beads." 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.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

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 Multiplication
Board

Materials

- A perforated board with 100 holes in rows of 10 arranged in a square. At the left side of the board
is a window with a slot for the insertion of the cards.

- A red, wooden disc.

- Tables of multiplication

- A set of cards from 1 to 10

- Charts 1 and 2

Chart 1

Chart 2

2. Multiplication.

Presentation

Show the child the material and have him bring it to the table.

Show the child the numbers along the top of the board. Tell the child, “These numbers tell us how
many times to take a number.”

Show the child how to slide the card (4) into the slot on the side of the board.

Tell the child, “This tells us we will be doing the table of 4.”

Place the little red disc above the 1 at the top of the board.

Say, “This tells us we need to take 4 one times.

Using the red beads, place 4 one times in a vertical line.

Have the child count how many beads there are on the board.

Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the equation.

Move the disc over above the 2.

Tell the child, “We now need 4 two times. But we already have 4 one times.”

Have the child place the red beads in a vertical line next to the first four.

Have the child count the total number of beads on the board.

Say, “4 x 2 is 8”.

Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you.

If the child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was 28. Count
from 28 up four more. Repeat in this way until he has finished the board.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

Have the child read all of the equations and answers written on the piece of paper.

The child can check his work on Multiplication Chart 1.

Exercice

The child, over time, does each of the tables in the same way. He can then make a booklet of the
tables.

Purpose

Direct

To give practice in multiplication leading to the memorization of the essential multiplication tables.

Control of Error

The child checks his work with Chart 1.

Age. 5 1/2 - 6 years

Q No 4. Explain how would you give the concept of subtraction and division?
MATERIAL:

As for addition

PURPOSE:

To give an understanding of subtraction

To give the vocabulary: subtraction, minuend, subtrahend, and difference

AGE:

4 1/2 years and older

EXERCISE:

A small group of children. The material is arranged as for addition. One child is in charge of the
golden bead material, another 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.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

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. The teacher then indicates the bead material on her mat and
says, "I have 4326. I am going to let Mary subtract 2112 and I am going to let John subtract 1103.
Mary, will you subtract 2112?" As the children have not worked subtraction before, she guides them
through the process. "How many units do you want, Mary?" "Two." "Yes. You can take two of
these units." Mary does so. "How many tens do you need?" "One." "You can take one ten then."
Mary continues until she has subtracted 2112 in golden beads. The teacher takes the small number
cards 2112 off Mary's tray and puts them under the large ones which form the minuend at the top of
the mat. "Now, John, you may subtract 1103. How many units will you take?" John continues until
he has subtracted 1103 in golden beads.

The teacher takes the subtrahend off John's tray, saying, "You have subtracted 1103." She puts it
under Mary'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 Mary
subtracted 2112 from it, and John 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? Point to a subtrahend. 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.

Teaching Division to Your Preschooler

Using Manipulatives

You basically use the same approach to teach division. Give your child 3 toy characters and 6
Cheerios and ask them to give each character the same number. They can do this easily by giving
one to each toy at a time. Ask them how many Cheerios each toy received. Then say 6 Cheerios
divided among 3 toys is 2. And 6 divided by 3 equals 2. Sweep your finger over the 6 Cheerios as you
say 6. And over the 3 toys as you say 3. And then point to a group of 2 when you say two.

Do Problems on Paper

Come up with simple problems to do on paper. Have your child draw the problem if they would like
to. For example, draw 3 baskets and 6 apples on a tree. Tell your child that he or she needs to put
the same number of apples into each basket. Have them cross out an apple on the tree each time
they draw one in a basket. When your child has finished ask them how many apples are in each
basket. Write 6 ÷ 3 = 2. Point to the 6 and explain that this represents the 6 apples that were on the
tree. Point to the 3 and explain that this represents the 3 baskets. Point to the 2 and explain that this
represents the number of apples in each basket.

Mental Math

Habiba Qaisar D/11707

Habiba Qaisar D/11707

Like with multiplication, you can come up with simple mental division problems. You have 6 cookies
that you want to share with your friend. How many will each of you get?

Egg Carton Math

It might take your child a long time to grasp these concepts. Don't worry about that. Since you are
starting early, there is no need to hurry. With regular exposure, most kids will eventually understand
and be able to solve simple problems on their own. When your child does finally understand these
concepts and the above suggestions become too easy, you can do something a little more
challenging. All you need is an egg carton and something small like cheerios.

Multiplication

Give your child a simple problem like 3 x 4. Explain to them that this is asking for 3 groups of 4 items.
Have your child put 4 Cheerios into 3 of the egg carton slots. Have them count the total number of
Cheerios in all of the slots.

Division

Give your child a simple division problem like 8 ÷ 4. Give them 8 Cheerios and explain that they need
to be put into four of the slots. They can do this easily by putting one Cheerio at a time into each slot
until they are used up. Now ask them how many Cheerios are in one of the slots. Explain that this is
the answer to the problem.

Make It Fun

At this age, learning should be fun. This is especially important with math. When teaching math to
your preschooler, make it exciting. Get them involved. When doing problems on paper, let them
make some decisions. What kind of fruit should be on the tree? Would they like to draw the
problems? Keep each lesson short and fun.

Q No 5. What are teens and tens boards? Explain their purpose and usage.
These full size Séguin teens and tens boards teach the child the number names, symbols and
sequence from 10 to 99. They are ideal for use with Montessori beads.

Teens Boards

The two wooden boards have 9 number slots each labelled with 10 and the child counts up sliding
the wooden digit cards 1 to 9 into these slots.

The numbers 11 to 19 are particularly difficult for a child to learn as their names are more
complicated than those of the rest of the number system. The teens board helps to develop a true
understanding of how these numbers are formed from a ten and a unit, and thus teaches the
foundations of our decimal system.

Tens Boards

The two wooden boards have 9 number slots 10 to 90 and the child counts up sliding the wooden
digit cards 1 to 9 into these slots.

The materials are kept in 2 wooden board.

Habiba Qaisar D/11707

Habiba Qaisar D/11707

These full size. teens and tens boards teach the child the number names, symbols and sequence
from 10 to 99. They are ideal for use with Montessori beads.

Teens Boards

The two wooden boards have 9 number slots each labelled with 10 and the child counts up sliding
the wooden digit cards 1 to 9 into these slots.

The numbers 11 to 19 are particularly difficult for a child to learn as their names are more
complicated than those of the rest of the number system. The teens board helps to develop a true
understanding of how these numbers are formed from a ten and a unit, and thus teaches the
foundations of our decimal system.

Tens Boards

The two wooden boards have 9 number slots 10 to 90 and the child counts up sliding the wooden
digit cards 1 to 9 into these slots.

The materials are kept in 2 wooden boxes with lids. .

Habiba Qaisar D/11707

Habiba Qaisar D/11707

ELG: Numbers: children count reliably with numbers from 1 to 20, place them in order and say which
number is one more or one less than a given number.

Habiba Qaisar D/11707