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Shazia Jahanzeb D - 13029

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Shazia Jahanzeb D - 13029

Question 1
Explain different groups of Montessori Math exercises and how the directress
should efficiently present exercises through sequential and parallel work in
various groups.

While coaching in Montessori, math exercises are divided in 6 different groups.

Group 1:

In this group children learn the counting till ten. They do exercises using number
rods; when get familiar they move on to Sandpaper numbers to get recognition
of the number. These exercises are presented to the children using 3 period
lessons.

After children get familiar with number rods and sand paper then they learn
how to relate them and do exercises with number rods and cards.

Spindle boxes exercises are also part of group 1 exercises. In this exercise
children count spindles and put them according to number written in the box.

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Cards and counters is a material that consists of 10 number cards, 1-10, and 55 round,
red counters, each approximately the size of a nickel. This exercise brings the abstract
to the concrete, allowing a child to feel the units as they count.

In group 1 directress also play memory games so that they can retain a numerical
number in their mind. In this game you show a number to the child and ask him to pick
a particular object. This game also help child to transfer the knowledge of the numbers
to the object of daily life.

GROUP 2
In group 2 directress introduce Decimal System to the children. This is introduced after
having good command of group 1 exercise.

These beads use to give a concrete introduction to the decimal system and symbols. At
this stage directress introduce units, tens, hundreds and thousands to children by
different exercises.

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When children have a good understanding of them then they are introduced to
passing and group counting games. At this stage they also start learning addition,
multiplication, subtraction and Division.

Few other materials are also use in this stage these are small number rods, short bead
stairs, dot game and word problems

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Group 3:

The exercises in Group 3 (counting beyond 10) can be presented with Group 2
exercises. These are 11 to 19 quantity and symbols exercises. These exercises
extends till 100 and then till 1000. In this group kids get familiar with skip counting
and number roll.

Group 4:

The exercises in Group 4 include Addition and Subtraction Snake Game, Strip Board,
Charts, Multiplication Bead, Board, Charts and Unit Division Board and Division Charts.
While doing Group 3 exercises at the end we introduce Group 4 exercises.

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Question 2
Explain the exercises which enable the child to count till 1000?
Material:

A thousand chain (having 100 bars of ten connected to each other).


10 squares of hundred
A thousand cube
Containers having arrow labels / tickets;
 Green unit-ticket market 1- 9
 Blue ten-tickets market 10-190
 Red hundred ticket marked from 100-900
 A large green ticket marked 1000
A tray
A runner
To present exercises we have to do the complete work cycle i.e.
 Taking the consent
 Taking the material
 Selection of workplace
 Clarity of view
 Presentation
 Practice
 Winding up
PRESENTAION:

After introducing to 1000 chain direct the child to fold them as you folded 100
chains before.

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Stop when 100 square is made and ask child that “Can you tell what is this”
Place a 100 square next to it and let the child notice. Continue it until whole
chain is folded. Now keep on placing each 100 on each other.

Count the hundred squares with the child to see how many squares are made.

Then place all the hundred squares on top of the hundred squares made with
1000 chain. Then ask the child to make a pile of hundred squares by placing the
hundreds on top of each other.

Make the child observe that it looks like a cube of 1000. To demonstrate this to
the child, place the cube next to the pile.

Ask the child to re-straighten the chain keeping it near to the left side of the
number

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Question 3
Print *Dot Game paper (from the link given below) and send three solved
problems, each carrying four addends?

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Question 4
Explain the presentations of Multiplication Board and Division Board in your own words.
Also make illustrations.

Multiplication Board:

To practice multiplication we use multiplication board with multiplication table.


It is 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 t 10
 Chart 1 and 2

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1. Show the child the material and have him bring it to the table.
2. 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.”
3. Show the child how to slide the card (4) into the slot on the side of the board.
4. Tell the child, “This tells us we will be doing the table of 4.”
5. Place the little red disc above the 1 at the top of the board.
6. Say, “This tells us we need to take 4 one times.
7. Using the red beads, place 4 one times in a vertical line.
8. Have the child count how many beads there are on the board.
9. Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the
equation.
10. Move the disc over above the 2.
11. Tell the child, “We now need 4 two times. But we already have 4 one times.”
12. Have the child place the red beads in a vertical line next to the first four.
13. Have the child count the total number of beads on the board.
14. Say, “4 x 2 is 8”.
15. Repeat in this manner. When the child reaches 4 x 4, have him say the equation
with you.
16. 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.
17. Have the child read all of the equations and answers written on the piece of
paper.
18. The child can check his work on Multiplication Chart 1.

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

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Question 5
How is Stamp Game introduced to the child? Also explain how subtraction problems can be
solved with stamp game

Materials

 Large quantities of wooden squares of equal size about 1 inch square like stamps:
 Each stamp of 1 is green marked with ‘1’.
 Each stamp of 10 is blue marked with ‘10’.
 Each stamp of 100 is red marked with ‘100’.
 Each stamp of 1000 is green marked with ‘1000’.
o - A pencil and ruler
- Special grid paper

Notes
This material is more symbolic, so this work is moving from the concrete to the more abstract.
With this material, we will introduce writing the problem and will therefore introduce the symbol for writing
the problem. This work will be all individual.

Introduction

 Invite the child to come and work with you.


 Show the child the material and have him first bring over the paper needed. Then show the child
the material and have him bring over the box of wooden tiles as well as the tray from Introduction
to Quantity.
 Show the child the 1 green tile and show the 1 unit to the child. Tell the child that it is the same as
the unit bead.
 Show the child the blue tile and have him read the ‘10’ written on it. Tell the child that this is just like
the ten-bar.
 Repeat for the tiles of 100 and 1000.
 Do a Three Period Lesson with the 1, 10, 100, and 1000 tiles.
 Show the child that when we take out the 1 tiles, we place them directly in front of the
compartment where the other 1’s are.
 Tell the child that you are going to take out 5. Take out 5 of the 1 tiles and place them all in front of
the 1 compartment.
 Put them back and give the child a few numbers to take out. Such as make 3 tens, or 5 hundreds,
or 2 thousands.

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 Then give the child a larger number.


 Say, “Now we are going to make a larger number. This number will have 3 units, 5 tens, 2 hundreds,
1 thousand.
 As you give the child each number, have him take out the appropriate tiles.
 Count to check the final product and then have the child put the tiles back into their
compartments.

Presentation 1: Addition

To be done directly following the Introduction.

Static Addition

1. Show the child the paper on which we write our problems.


2. Tell the child that the first column is where we write the units. The second column is where we write
the tens, the third column is where we write the hundreds, and the fourth column is where we write
the thousands.
3. Write a number, such as 1524 and read it with the child as: 4 units, 2 tens, 5 hundreds, and 1
thousand. Then read it: 1524.
4. Have the child create the number using the tiles.
5. Tell the child that we are going to make another number.
6. Show the child that you will write this new number below the first number on the piece of paper.
7. Write: 1241 and read it with the child as before.
8. Show the child that we will place the tiles for this number a little below the other tiles.
9. Have the child create this number using the tiles
10. Tell him that we will see how much we have all together.
11. Tell the child that we show this by using the addition sign. Show the child the sign and
where to place it on the paper.
12. Then draw a line under the last number using the ruler.
13. Have the child count all of the units: 4 + 1 = 5
14. Write in 5 under the units on the paper.
15. Have the child count the tens, hundreds, and thousands, each time writing the answer
down.
16. Read the final answer with the child: When we have 1524 and we add 1241 we get 2765!

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Subtraction

1. Invite the child to come and work with you.


2. Write a first number and a second number. Introduce the new subtraction sign.
3. Have the child construct the first number
4. Tell the child that we are going to take 3 units from the four units constructed.
5. Have the child move 3 units off to the left side of the table.
6. Count how many units you have left and write the answer.
7. Have the child take 2 tens away from the 5 and more them off to the side of the
table. Count and then write how many tens are left.
8. Repeat for the hundreds and thousands.
9. Read the answer with the child.

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Static Multiplication

1. Invite the child to come and work with you.


2. Create a problem.
3. Introduce the new multiplication symbol to the child. “This is a new symbol for
multiplication. It is called the ‘times’ symbol.
4. Read the problem with the child: 2123 times 3.
5. Have the child create 2123.
6. Read with the child and say, “Yes, this is 2123. But we want 2123 three times. Lets
see you make this number a total of three times!”
7. Have the child create 2123 three times.
8. Slide all of the tiles from the same category up together to create only four rows.
9. Have the child count all the units and then fill in the answer on the paper.
10. Repeat for the tens, hundreds, and thousands.
11.

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