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Assignment Module 5s

TOPIC: Mathematical Exercises (part 1)

Submitted To: MS. Roshni Naz

MS. Humaira

Submitted By: Jannat Qamar

Roll No: D-14015

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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
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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
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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 respo
nsible and helping member of thesociety who can deal with
the problems of everyday living. Along with it, at the
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unconscious level, practicing these activities forms the

essential patterns in the nervous system that leads to the
conceptual development of “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
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The Spindle Boxes

Number Cards and Counters
Memory Game
Actions Game
Number Poems and Rhymes
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.
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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 0-9.

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.
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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.
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Cards and Counters - A set of numerals 1-10 and 55 plastic

discs. The layout of the counters is what makes this counting
work different. Children will count out the discs in pairs under
the numeral. When all the discs are counted out, point out
that some of the numerals have a disc that doesn't have a
partner. Those numbers are called odd numbers. The discs
which all have partners are called even numbers.

Memory Game - A small basket with slips of paper each with a

numeral from 0-10 written on it. 55 small similar objects such
as buttons, seashells, or tiny pebbles. This exercise can be
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done with two, three, or four children. Each child chooses a

number. Explain that they are to keep their number a secret.
Ask them to look at their number, remember it, and bring that
many objects from the basket of objects that is on the shelf.
You can also provide small trays in which the children can use
to count out their objects. When all the children have
returned to the mat have them take turns to read their
number and count out their objects.
Q No: 2 What do you know about the decimal system? How
would you enable children to count any quantity and identify
numerals till 9999?
Introduction to quantity
Materials 1 - A tray containing 1 golden bead unit, 1 golden
ten-bar, 1 golden hundred square and 1 thousand cube. - A
small mat for the table.
Presentation 1
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1. Invite a child to come and work with you. Bring him to the
shelf, name the lesson and have him bring the material over to
the shelf.
2. Have him unroll the small mat onto the table.
3. Take the unit, feel it, and name it. “This is a unit.”
4. Give it to the child to feel and name it.
5. Have him place it on the right side of the small mat.
6. Repeat for the ten-bar.
7. When the child places it onto the small mat, count the
beads.
8. Place the ten-bar vertically to the left of the unit.
9. Repeat for the hundred square.
10. laid it on the mat to the left of the ten-bar.
11. Use the ten-bar to count how many tens are in the
hundred.
12. Repeat for the thousand cube.
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13. Place it to the left of the hundred square and use the
hundred to count how many hundreds are in a thousand.

14. Do a Three-Period Lesson for them.

15. End the 2nd Period with the categories in the correct
order: (from left to right) thousand, hundred, ten, unit.
16. For the 3rd Period, point to each category and ask the
child to name it.
17. Show the child how to put the material away, making sure
the beads are placed in the correct order on the tray.
Materials 2
A mat
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- A supply box with unit beads, ten-bars, hundred squares and

thousand cubes with beads drawn on them.
- A tray as in Presentation 1
- A tray with a dish on it.
Presentation 2
1. Invite a child to come and work with you. Have him bring
the material over to the table.
2. Have him unroll a mat and have him bring over the
material.
3. Compare the material in the box to the material that is on
the tray that was used in Presentation1. This will show the
child that units and tens are the same.
4. Take out a hundred from the box and compare it to the
hundred on the tray.
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5. Tell the child that the hundred on the tray is made of beads
but the hundred in the box has beads drawn on it. But explain
that they are still both hundreds.
6. Put the hundred from the box at the top of the mat.
7. Repeat and discuss for the thousand.
8. Place the thousand from the box above the hundred at the
top of the mat.
9. Take the material out of the box and set it up as shown:

10. Have the child bring over a small mat and place it far away
from the supply mat.
11. Have him also bring over a tray with a small dish on it and
have him place it onto the small mat.
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12. Sit next to the small mat with the child.

13. Ask the child for a precise amount of units, such as 5 units.
14. Have the child go over to the supply mat with the tray and
count out 5 units. Have him place these units into the dish on
the tray. If needed, go with the child.
15. Have the child bring the material over to the small mat and
have him count it to check.
16. Repeat by giving the child other amounts to get, such as: 4
tens, or 7 hundreds, or 5 thousands.
17. After some time, you place an amount of material onto
the tray and have the child count to tell you how much there
is.
18. Repeat this until the child seems comfortable with this
exercise.
19. When the child can work well with one category, introduce
two categories such as 4 units and 2 tens. Continue like this
for three categories and then four categories.
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Purpose
To introduce the child to the concept of the decimal system.
To make the child familiar with the names and relative sizes of
the categories.
To help the child with the difference in bulk between e.g. 6
units and 6 thousands.
Q No:3 Explain addition and multiplication exercises in your
own words?
Learning mathematical concepts in a Montessori classroom
begins concretely and progresses towards the abstract. They
are developed from simple to complex. Process is taught first
and facts come later. Order, coordination, concentration, and
independence are experienced by the child using these
materials. The math activities are organized into five groups.
The activities in the Math area are not to be implemented at a
set pace. Providing the child with the materials at precisely the
right challenge level will enable the child to demonstrate his
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development to the teacher through his progress. A child that

is able to grasp such math concepts as addition and
subtraction demonstrates the successful use of the math
materials. The materials are so beautifully designed and
appropriate for each child during his sensitive periods of
learning math. Mathematical apparatus provides the
necessary stimulation for the child to learn math concepts
more readily.
Addition
Materials
3 boxes with sets of small cards, including 9 units, 9 tens, 9
hundreds and 3 thousands.
1 box with a set of large cards from 1 to 9000.
An ample quantity of loose unit beads, ten-bars, hundred
squares and thousand cubes.
3 trays and 3 little bowls for the loose beads.
1 larger tray with one extra bowl.
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Notes
When you give the cards or have the children read the
numbers always start with the units.
Static Addition
Presentation
1. Invite a minimum of three children to come and work with
you. Have them unroll three large mats and have them bring
the materials.
2. Have one child lay out the large cards as explained in
Introduction to Symbols.
3. Have another child lay out the beads for the “supply mat”.
4. Have the children place three small mats between the two
large mats.
5. Have the children set up their set of small cards as with the
large cards but only having 1000-3000.
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6. On the third large mat, have the children place three trays.
7. Ask the three children to take their trays to the small mats.
8. Tell the first child to get the cards for: 2 units, 3 tens, 2
hundreds, and 3 thousand. Have the children place each card
at the bottom of their tray.
9. Have the second child take the cards for: 2 units, 1 ten, 3
hundreds, and 2 thousands.
10. Have the third child take the cards for: 1 unit, 2 tens, 5
hundreds, and 3 thousands.
11. Have the children brought their trays back to the large
empty mat and have the children sat on the opposite side as
the directress.
12. Review with each child how many units, tens, hundreds,
and thousands are on his cards before sending them one by
one to the Supply Mat to get the appropriate beads on their
trays.
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13. Once each child has returned, check what each child got
by having him count his beads: units, tens, hundreds,
thousands.
14. Once the first child has checked, have him supper-impose
his cards.
15. Have the child read with you that this child has 2 units, 3
tens, 2, hundreds, and 3 thousand. Then say, “So he has 3232
beads.”
16. Repeat after each child has verified his beads.
17. Tell the children that you are going to get something very
special. Bring back a large scarf and place it on the directress
tray.
18. Tell the children that we are going to see how many beads
we all have if we put them together.
19. Ask each child, one by one, to gently place their beads
anywhere on the tray.
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20. Say, “Wow, we have a lot of beads.” To reinforce this idea,

lift the scarf by the four corners to show that it is heavy.
21. Tell the children that we are now going to count how
many beads we have altogether.
22. Ask the first child to take out all of the units and to place it
in the directress‟ dish.
23. Have each child take out the tens, hundreds, and
thousands and place them to the side of the directress tray.
24. Remove the cloth.
25. Have the first child count the units and then go to the
large mat to get the appropriate number card. Have him place
the card below the unit dish.
26. Have the second child count the tens. Have him get the
appropriate number card from the large mat and place it
below the ten-bar pile.
27. Repeat for the hundreds and thousands.
28. Have a child superimpose the cards together.
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29. Tell the children that when we put all of the beads
together we had (as you point have the children say with you):
“7 units, 9 tens, 7 hundreds, 6 thousands.”
30. Then say, “So altogether we have: six thousand, seven
hundred, and ninety-seven beads.”

31. As you tell the children, collect their small cards, keeping
them superimposed and place them in the top right corner of
the mat. “So we put 3232, and 2312, and 1253 all together
and when we did this we got (move 6797 below the small
cards) 6797.
32. “And you have just done addition!”
33. Do several examples of Static Addition before moving on
to Dynamic Addition.
Dynamic Addition
Presentation
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1. The presentation begins exactly as in Static Addition but

have the children take cards for a problem where they will
have to carry over. These numbers could be: 3323, 2456,
1345.
2. Repeat all the steps through 23 as above but there is no
need for the scarf this time.
3. When the first child counts the units and reaches 10, point
this out and have him exchange ten units for a ten-bar. Have
him count the rest of the units and then go get the card for
that amount. (4)
4. Repeat for the tens, hundreds, and thousands, changing
when needed.
5. Finish the exercise as for Static Addition.
Exercise Children who are secure in both Static and Dynamic
Addition can work without the teacher.
Purpose
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Direct To give the impression of the nature of addition, that is

of two or more small numbers coming together to form one
larger number.
Control of Error Initially the Directress, and later on, the child
when he knows the process.
Age
4 – 5 years
Multiplication
Materials
- As for addition
Presentation
Static Multiplication
1. Invite three children to come and work with you.
2. Have them set up the materials as for addition.
3. Have each child take the same number with the cards, but
do not tell them so. For example: 1223
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4. The presentation is exactly the same as in addition. Do not

tell the children they have the same numbers until the end.
5. Once you have found the total number of beads, collect
each child’s small cards and place them as you had done in
addition.
6. Have the children notice that they had the same amount of
beads.
7. Tell them that in this case we only need one of the cards
(give the two other children back their small cards) and
because they each had the same amount of beads and there
are 3 children (count them to show this), we can show this
with a special 3 card.
8. Place this special card to the right of the small card and the
large number cards to the right of that.
9. Say, “When we take 1223 three times, it equals 3669.
10. “And you have just done multiplication!”
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11. Repeat a few times with the child.

Dynamic Multiplication
Same as with Dynamic Addition.
Purpose
Direct To give the impression of the nature of multiplication,
that it is an addition in which the quantities added are not
different, as in addition, but in fact are all alike.
Control of Error
Initially the Directress, later the child’s own understanding.
Age
4 – 5 years
Q No: 4 explain how would you give the concept of
subtraction and division?
Subtraction
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Materials
As for addition, but including a fourth set of small cards to
9000 and a small mat to put those cards on.
Notes
Specify the vocabulary: minuend, subtrahend, and the
different.
Static Subtraction
Presentation
1. Invite three children to come and work with you.
2. Set up the material as in Addition, including the new set of
cards. This new mat should be placed next to the large mat
with the large number cards.
3. Take the directress tray and with the children, go over to
the Supply Mat.
4. Ask one child to put 7 units into the dish on the tray.
5. Ask another child to place 8 tens onto the tray.
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6. Ask another child to place 7 hundreds on the tray.

7. Ask another child to place 9 thousands on the tray.
8. Emphasize that you have a lot of beads on your tray.
9. Take the tray back to the large mat.
10. Ask each child to count the units, tens, hundreds, and
thousands. Have each child get the corresponding card after
each is counted.
11. Supper impose the cards to get: 7879
12. Have each child take their trays to the small mats and tell
them each what to get. For example:
3 units, 2 tens, 4 hundreds, and 3 thousands 2 units, 4 tens, 5
hundreds, and 6 thousands 1 unit, 3 tens, 4 hundreds, and 5
thousands

13. Tell the first child that you are going to give him some of
your beads.
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14. Ask his how many units his card asks for. (3)
15. Have him count three from the directress’s tray and place
it into his own dish.
16. Repeat for the tens, hundreds, and thousands.
17. Have the child superimpose his cards and read it with the
others: 3 units, 4 tens, 2 hundreds, and 3 thousands. Then
read, 3423
18. Ask, “Do I still have 7879?” No!
19. Move the cards 7879 up to the top left corner of the mat.
20. Ask one child to count how many beads you have left and
choose the new small cards to mark each set of beads.
21. Have the child superimpose the cards to read: 4456.
22. Say, “So let’s see what we did here. We started off with
7879 but then I gave some away.” (Ask for the first child’s
cards and place them below 7879.) “I gave away 3423. And in
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the end, (place the new total below 3423) I ended up

with…4456 beads.”
23. “And this is called subtraction!"
24. Give the cards back to the child to replace and have him
give you back the beads.
25. Beginning at when you started with 7879 beads, repeat
the subtraction for the second child.
26. Once done, begin again at 7879 and repeat the subtraction
with the third child.
27. Once each child has had a turn, say: “What we have just
done is subtraction. I had a lot of beads and you took some
from me so I no longer had the same amount of beads.”
Dynamic Subtraction
1. Done as in the above presentation.
2. The only different is you will have to change, just as in
Dynamic Addition.
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Multiple Subtraction
This is done in the same way as in the above presentation but
this time, the first child will take some of your beads away, the
second will take from what is left of the directress tray, and
the third child will take from what is left after that.
After the first quantity is taken from the original pile, place the
large number cards at the top left corner of the mat. Place the
small cards from the child below it. Keep placing the cards in
this manner after each child take some of the beads away.
Purpose
Direct To give the impression of the nature of subtraction and
how it differs from addition, in this case: - One starts with a
capital and people come to fetch from it, by bringing an empty
tray and the demand expressed in small cards. - One has to
break up a unit of the larger category into ten of the smaller
one. - A larger quantity is divided into 2 or more smaller
different ones. - Generally something is left over for the one
who had the original number.
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Control of Error
The directress verifies at first. Then she shows that if all the
smaller numbers that were taken away are added together,
they should amount to the original number.
Age
4-5 years
Division
Materials
- As for addition, but all small cards are laid out to 9000.
Static Division
1. Have three children come and work with you.
2. Have them set up the material.
3. Bring over the directress tray to the supply mat and ask for
9 units, 3 ten, 9 hundred, and 3 thousand.
4. Bring the tray back over to the mat.
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5. Ask the first child to count the units and to then bring the
card over for 9 units.
6. Ask the next child to count the tens and to then bring over
the card.
7. Repeat for the hundreds and thousands.
8. Ask one child to place all of the cards together and as a
group, read out 9 units, 3 ten, 9 hundred, 3 thousand.
9. Super-impose the cards.
10. Tell them that you want to give them all some of your
beads and you want to be fair and give them each the same
amount.
11. Say that in division, we always start with the thousands.
12. Start by giving each child 1 thousand. Say, “I don’t have
any more thousands to give.”
13. Have each child count how many thousands they have to
check if each child has the same amount of thousands.
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14. Have the children go over to their card mat and get the
card for 1 thousand.
15. Repeat for the hundreds. They should all have 3 hundreds.
16. Repeat for the tens. They should all have 1 ten.
17. Repeat for the units. They should all have 3 units.
18. Emphasis that you gave each of them the same amount.
“Did you get the same amount?”
19. Have each child place his cards together and read out loud
the number the child has.
20. Place the large cards at the top left of the mat.
21. Say that because they each have the same amount, you
only need one of their cards.
22. Discuss that because there are three children, you gave
each one of them the same amount, to three children.
23. Take out a 3 from your small dish and place it to the left of
the large cards.
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24. Then place one of the children’s cards to the right of the 3.
25. Then, out loud, and as you point to each number say,
“3939 divided by 3 is 1313.”

Dynamic Division
1. Begin by telling the children that division is different than
the other operations. We must start with the thousands.
2. Move over to the supply tray and ask each child in turn to
place 6 units, 2 tens, 5 hundreds, and 4 thousands onto the
directress tray.
3. Give each child 1 thousand and have them get the card.
4. Have a child exchange the last thousand for 10 hundreds.
5. Give each child 1 thousand until they all have 5 hundreds.
6. Look at the 2 tens and notice that you cannot give each
child a ten. Ask one child to exchange a ten for 10 units.
7. Ask another child to do the same for the other ten.
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8. Count all of the units. (26)

9. Give each child a unit until they all have 8 units. Discuss
Have then get the correct cards.
10. Have them place their cards together and read what each
child has.
11. Notice how they all have the same number.
12. Lay out all of the children’s cards under the large cards.
13. Read 4526 divided by 3 is 1508.
14. Look at the remaining units and say, “But we have a
remainder of 2. Place the two units in the dish to the right of
1508.
15. Reread: “4526 divided by 3 is 1508 with a remainder of 2.”
Long Division
1. Bring the directress tray over to the supply mat with the
children.
2. Ask for 2568 in material.
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3. Bring the tray back over to the working mat with the
children.
4. Count out the numbers of each and ask the children to
bring the corresponding cards over.
5. Tell the children that today we are not going to divide by 3
as we have been. We will be dividing by 12. Show the fact that
one child is going to represent the tens by giving the first child
a blue ribbon and the two other children a green ribbon
because they represent units.
6. Ask the first child to go ask nine of their friends if they
would come over for just a moment.
7. Count them all (including the first child) and say that
because these nine children all have to go back to work, the
first child will represent them all.
8. Give the first child the thousand block and give the other
two children each 1 hundred because “the first child
represents ten people so he has ten times as many hundreds.”
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9. Give the other thousand to the first child and each of the
other children a hundred square. Have them get the cards.
10. Give the first child a hundred square and the other two
children a ten bar.
11. Have then got the appropriate cards.
12. Repeat in this way until all of the beads have been shared
appropriately.
13. Have each child count what they have and choose the
correct cards to show the number: 2140, 214, 214.
14. Roll out the long red mat and have the first child re-invite
his nine friends to sit behind the red mat.
15. Discuss how you want to give each of their friends some of
your beads but you can’t because you only have 2 thousands.
16. Divide the 2140 by ten, exchanging when necessary.
17. Once it has been divided equally among him and his nine
friends, have him count what he has and have him choose the
new correct cards for what he has left on his tray: 214
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18. Look at the two other children sitting next to this first child
and notice that they too have 214.
19. Then look at the nine friends and check if they all have
214. Say, “You all have the same amount!”
20. Then place 12 (explain because you are dividing the total
by 12 people) to the right of the large cards reading 2568 and
214 to the right of the 12.
21. Read out loud: 2568 divided by 12 is 214.
22. Excuse the nine friends and have the three children
replace the material.
Purpose
Short Division
To give the impression of the nature of division. Here a large
quantity is divided into a number
Of smaller equal quantities.
Long Division
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To show the child how the quantities are distributed in long

division. He learns how the divisor is always grouped and how
the answer is always the share of one person.
Control of Error
The directress verifies at first. Then she shows that if all the
smaller numbers that were taken away are added together,
they should amount to the original number.
Age
4 1/2 - 5 years
Q No: 5 What are teens and tens boards? Explain their
purpose and usage.
Teens: Quantity
Materials
- One short bead stair
– 1 red, 2 green, 3 pink, 4 yellow, 5 light blue, 6 purple, 7
white, 8 brown, 9 dark blue.
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- Nine bars of ten.

Presentation
Stage A
1. Have the child bring over the material to the table.
2. Unroll the little cloth and take out each bead bar, having
the child count the beads on each.
3. Once all of the bead bars have been placed on the cloth ask
for bead bar 1.
4. Have him choose it, count it, and place it at the bottom left
corner of the cloth.
5. Ask for 2. Have the child repeat as before, placing it directly
above bead bar 1 and centered. Bring attention to the color.
6. Repeat for bead bar 3, 4, 5, 6, 7, 8, and
7. Take out the ten-bars and review these with the child.
8. Place a ten-bar vertically at the top of the cloth.
9. Place the one-bar directly to the right of the ten-bar.
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10. Count with the child, beginning with at the bottom of the
ten-bar and adding, as you point to the one-bar: “Eleven” Take
out the ten-bars and review these with the child.
11. Place a ten-bar vertically at the top of the cloth.
12. Place the one-bar directly to the right of the ten-bar.
13. Count with the child, beginning with at the bottom of the
ten-bar and adding, as you point to the one-bar: “Eleven.

Have the child create the numbers 11-13.Do a Three Period

Lesson for 11-13.
Then repeat for 14-16 and 17-19. Finish each Three Period
Lesson with the numbers in order.
Stage B
1. Ask the child to make 12.
2. Have the child verify by counting.
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3. Then have the child make 16 to the right of 12. Check by

counting.
4. Ask the child to make each teen number possible, one at a
time. Keep 11 as the last number created.
5. Discuss with the child how many of the numbers have the
word “teen” in them. Review some of the numbers that have
the word teen in it.
6. Tell the child that the word “teen” means there is a ten in
the number.
7. Look at different examples such as seven-teen. “That
means that there is a 7 and a 10.”
8. After a few examples, look at 11 and say that this however
doesn’t have the word teen in it.
9. Have the child mix the bead bars and then create numbers
11-19 in order.
10. Do a Three Period Lesson.
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Purpose
Direct the bead stair clearly distinguishes each number up to 9
as separate entities of differing quantities. The bead bars hat
compose it facilitate the construction of the numbers from 11
to 19 and show respectively their relation to the quantity of
10.
Control of Error
The child’s own foolproof knowledge of the numerical order
from 1 to 10 will be his guide in forming the series. He needs
only to become familiar with the new names and their
sequence.
Age
4 1/2 years onwards
Teens: Symbol
Materials
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- Two boards each divided into five compartments. In nine of

these compartments a large 10 is printed in black.
- A set of cards, on which are printed the figures 1 – 9, which
will slide into the boards, covering the „0‟.
Presentation
Introduction
Have the child unroll a long mat.
Show the child the material and have him bring over the
material. Sit at the mat so it is vertically in front of you.
Place the two boards in a vertical line at the top of the mat.
Place all of the cards, in random order, to the right of the
board.
Point to the first slot and ask what it is. (10)
Point to each until the child realizes that each has 10.
Slide the 1 card into the units spot in the top slot. Say, “This is
eleven.”
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Slide in the 2 card into the second slot and tell the child, “This
is twelve.”
Repeat to create 13 under 12.
Do a Three Period Lesson for 11, 12, and 13. For the 2nd
Period, take out the cards and have the child “create” 11, 12,
and 13.
Repeat, three numbers at a time until you have done 11-19.
Stage B
Have the child make the numbers 11-19 in random order
directed by the directress.
Have the child take out the cards and have him create 11-19 in
order.
Once the child is done, count all the numbers in order, and
then backwards.
Purpose
Direct To connect name and symbol.
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Control of Error
The child’s own knowledge.
Age
4 1/2 years onwards
Tens: Association of Quantity and Symbol, Boards, Cards and
Beads
Materials - Presentation 1:
Two boards similar to the teen boards but with the numbers
10 – 90 printed on them. Nine bead bars of 10
- Presentation 2:
The ten boards a set of loose cards from 1 – 9 Nine ten bars
ten unit beads
Presentation 1: Terminology
1. Place all the beads at the top of the mat and then lay out
the cards and boards in the same way as in the Teens
Presentation.
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2. Read all of the numbers on the board with the child. (The
child will probably say: 1 ten, 2 ten, 3 ten, etc.)
3. Give the correct names (ten, twenty, thirty, etc) three at a
time in a Three Period Lesson.
4. Once the child knows the names for all of the numbers,
read through them forward and then backward with the child.
5. Emphasize that most of them end in “ty”. Look with the
child at the numbers that do this: 20, 30, 40, 50, 60, 70, 80,
and 90. Tell the child that the “ty” tells us that there is a ten in
the number. “40 tell us that there are 4 tens.”
Presentation 2: Boards and Beads

Layout of the mat and materials ready to begin the

presentation:
1. Take out and place all of the beads onto the mat. Then
place the 1 card to make 11 in the top slot.
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2. Place a ten-bar and a unit next to the cards. Have the child
count and say how many there are.
3. Ask if that is what the cards say. Yes.
4. Have the child add on unit. Have him count the beads. (12)
Ask if that is how many the cards say. No
5. Have the child change the cards to read 12.
6. Once you have made 14, show the child that we can simply
point to the ten-bar and automatically know there are ten.
7. Repeat until the child has formed 19.
8. When you reach 20 (made by a ten bar and ten unit beads),
have the child take a ten and exchange it for the ten unit
beads bar to make 2 tens.
9. Ask if the cards say 20. No. Take the 9 card out of the slot
and ask if there is a place that says 20 (the second slot does).
10. Have the child bring the two ten-bars down next to the
second slot.
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11. Add a unit next to the two ten bars.

12. Have the child count: 10, 20, and 21.
13. Ask if that is what the cards say. No. Have the child add the
1 card to the 20 to make 21.
Shows only half of the board
14. Repeat in this manner until 99.
Purpose
Presentation 1 to teach the names twenty, thirty, forty,
etc…and to show the child that twenty is two tens and so for
the up to ninety.
Presentation 2 to teach sequence, the numbers from 11 to 99.
Control of Error
The child’s own knowledge.
Age
4 1/2 years onwards
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