Hadiya Usman D13036

Module 7:
Montessori Mathematics Exercises
(Part 2)
Assignment
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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.
SENSORIAL MATERIAL IS MATHMATICAL MATERIAL:

The Sensorial Material is mathematical material. It is exact. It is presented with exactness

and will be used by the child with exactness. The activities call for precision so that the
child can come into contact with the isolated concepts and through repetition, draw from
the essence of each and have a clear abstraction. These concepts help the child to order
his mind. He is able to classify experience. Clear perception and the ability to classify
leads to precise conclusions. The Sensorial work is a preparation for the study of sequence
and progression. It helps the child build up spatial representations of quantities and to
form images of their magnitudes such as the Pink Tower.

The exercises in arithmetic are grouped. There is some sequential work and some parallel
work.

GROUP 1 (NUMBERS THROUGH TEN):

The first group is 'Numbers through ten'. The experiences in this group are sequential.
Directress can use numbers rods, sand paper numbers, spindle box, cards and counter,
golden and coloured beds bar. In this group, the child builds the basic concept of numbers,
but also recognizes the relationships between quantity and numerals.

GROUP 2(DECIMAL SYSTEM):

The decimal system can be introduced when the child has a full understanding of numbers
through 10. The focus here is on the hierarchy of the decimal system and how the system
functions. It also starts the child on the exercises of simple computations, which are the
operations of arithmetic. It has four operations of arithmetic .i.e. Addition, multiplication,
subtraction and division. They are introduced at this level.
GROUP 3(COUNTING BEYOND TEN):
The third group is started when the Decimal System is well underway. Here onwards, these
exercises are carried out parallel to the continuation of the Decimal System. This third
group, i.e. „Counting beyond Ten‟, includes the teens, tens as well as linear and skip
counting.

GROUP 4(MEMORIZATION OF ARITHMETIC TABLES):

The fourth group involves the „Memorization of the Arithmetic Tables‟. This stage can be
commenced alongside the later stages of the Decimal System and the Counting beyond Ten
exercises.

GROUP 5(PASSAGE TO ABSTRACTION):

The fifth group is the „Passage to Abstraction‟. The exercises in this group involve helping
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the child understand the process of each form of arithmetic and the tables of each
operation. There is an overlap here again. The child who knows the process and tables for
the other operations and these will not be taken up until he shows readiness. The exercises
in this group allow the child to drop the use of the material as he is now ready to handle
these exercises without assisting items. He can then progress to work increasingly with the
symbols on paper without the need to use materials to attempt to find the answers.

GROUP 6(FRACTIONS):
The sixth and final group of materials, „Fractions‟, can be worked on parallel to the group
of Making Abstractions, whereas the early work with the Fractions can begin with
Sensorial Work.
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Question 2: Explain the exercises which enable the child to count till
1000?
Linear Exercises helps children learn to count till 1000 and getting familiar with the
Decimal System relationships, including the concepts of squares and cubes of numbers.
Linear counting is presented in two stages; in the first one, children learn to count till 100,
and in the second one, they master counting till 1000.

This helps consolidate children‟s knowledge of counting. Up until now, they have worked
with tens and hundreds in the Decimal System. With these exercises however, they now
become familiar with the sequence of numbers from 1 through to 1000. Counting is a
monotonous activity and tends to become mechanical over time. Through repetition,
children instinctively adopt this mechanism of counting. When the two chains are placed
parallel to each other, they show in a striking and sensorial way the difference between the
square and the cube of ten. In this way, the Decimal System relations are further
emphasised to the child.

Presentation 1:
Material:

 The hundred chain consisting of 10 bars of 10.

 The hundred square
 Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels marked 10 – 90
3. A red label marked 100
 A large sized mat or runner
 The 100 Chain

Exercise:

The children are invited to the chain cabinet and shown the bars on the shelves to discuss
if they have seen bars like these before. The directress starts by counting with them starting
from the unit to the 10 bar and unrolling the runner just a little. She shows them how to
hold the 100 chain by both ends and lay it out vertically at the bottom of the mat. The kids
are made to place the tray below the 100 chain and slowly fold the chain together to create
the hundred square, emphasizing that it looks like the hundred square. The hundred
square is placed on top of the folded 100 chain to show that they are the same. The
hundred square is removed and the chain gently re-straightened.

The teacher takes out the green unit tickets and tells the kids what they are called. They
are lined in a vertical line to the left of the 10 chain. The children are then shown the blue
ten tickets which are placed in a vertical line above the unit tickets. The first ten are labeled
using the unit tickets and placed to the left of the chain.

Together, they count from 11 to 20. At the 20 mark, the ticket that says 20 is placed to its
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right, counting by units; as they continue placing the ten tickets until they reach 100. The
children are made to place the red 100 ticket to the 100. They are told, “You have just
counted to 100.”

She asks, “How many beads are in this chain?”, as they respond with “100”. She then
points to the hundred square and asks, “And how many are in this?”, as they respond
again with “100”. All the tickets are then counted alongside the kids: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 20, 30, 40, 50, 60, 70, 80, 90, and 100.

They are then counted backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7, 6, 5, 4, 3,
2, 1. Children are instructed to replace the tickets into their correct envelope and then the
rest of the material of the 20 bead.

Presentation 2:
Material:

 A Thousand Chain consisting of 100 bars of 10

 Ten squares of hundred
 The Thousand Cube Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels arrowed 10 – 99
3. Red labels from 100 – 900
4. Large green label marked 1,000
 A large sized mat or runner

Exercise:

The directress tells children that they are going to be looking at an even longer chain than
the 100 chain now. She then has them unroll the runner all the way and hold the 1000
chain. She then carries the chain to the runner, with all of the strands laid out straight and
has the kids bring over the cube and the large box on a tray over to the runner along with
the hundred squares. She tells them that they are going to try to fold the chain similar to
how they did with the 100 chain. She makes a hundred and asks the child what she just
made and places a hundred gsquares next to it, repeating until the whole chain has been
folded into a hundred squares. The children can begin to make them independently after a
while.

The teacher then places each of the hundred squares next to the hundred squares she has
made with the kids, before placing the hundred squares on top of the hundred squares
made with them. She then counts with the children to see how many hundred squares there
are in total. She continues to have the children place each hundred squares on top of each
other now similar to how she did herself earlier, and iterates how this now looks just like
the cube, and that when we have 10 hundred squares, we know that we have 1000 beads.

Now she places the cube next to the ten hundred squares (placed on top of one another) to
show this to children. She then has them gently pull the 1,000 chain straight and lay out all
of the tickets. Each bead is counted and the correct ticket placed as and when needed
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similar to Presentation 1. When the number 100 is reached, the ticket as well as a hundred
square is placed next to the 100th bead, repeating for every hundred reached, including the
1000th bead.

At the end of the exercise, she looks at the world of the children, going back to the
beginning and counting; 100, 200, 300, 400, 500, 600, 700, 800, 900. She then asks them
how many they had at the end: 1000.

They finally go back to the beginning and count the tens; 10, 20, 30, 40, 50, . . . 100, 110,
120, . . . 400, 410, 420, . . . 980, 990, 1000. The children are then told to count backwards
by tens. As the labels have to be placed at the end of each bar, children easily recognize
they have made a mistake in counting. The material can now be put away.
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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”
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

Presentation

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.
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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.

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.
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Age:
5 1/2 - 6 years

“Division Board”
Materials:
- The unit division board
- 9 green skittles
- A box with 81 green beads
- Printed division slips

Introduction:

1. Show the child the material and have him bring it to the table.
2. Look at the board with the child. Show him all the places for the beads.
3. Show him the numbers at the top of the boards and tell him that they are the
dividend.
4. Tell him the numbers on the side will be the answer.
5. Write 27 ¸ 9 = on squared paper.
6. Begin by telling the child the two rules: the answer cannot be larger than 9 and the
remainder cannot be equal to or larger than the divisor.
7. Place 27 green beads into the glass bowl.
8. Ask the child how many times will we give 27 out. (9)
9. Place 9 green skittles along the top of the board.
10. Give each skittle a bead until there are no beads left.

Table of division
division remainder
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11. Say, “27 ¸ 9 is 3”. Point to the 3 along the vertical side of the board.
12. Have the child write in the answer to the equation.
13. Have him replace the beads into the bowl.
14. Ask the child how many beads we have in the bowl. (27)
15. Tell him as you write the next part of the equation on the second line of paper, “27 ¸
8 =”
16. Have him do this equation as he had just done the last.
17. Have him write the answer with the remainder.
18. Read the whole equation with the child.
19. Tell the child that there is something special about the remainder: “We can have a
remainder as long as it is smaller than the dividend.”
20. Repeat as above for 27 ¸ 6 =
21. After the child has written the answer and the remainder check to see if the
remainder is smaller than the dividend.
22. Repeat in this way for the entire sheet of paper.
23. When you reach 27 ¸ 2, your remainder will be bigger than the dividend. Point this
out to the child and then cross out the entire equation because: “We can never have
a remainder that is the same or bigger than the dividend.”

Presentation:

1. Write 81 ¸ 9 =
2. Have the child count 81 beads into the glass bowl and place nine skittles at the top
of the board.
3. Have the child do this equation as written above.
4. Read the finished equation out loud with the child.
5. Then write: 81 ¸ 8 =
6. Have the child do this equation and write in the remainder.
7. Look with the child at the remainder and notice that it is bigger than the dividend.
8. Cross off the whole equation.
9. Repeat for 81 ¸ 7 =
10. Repeat for 81 ¸ 6 =
11. Look at the last three crossed off equations and wonder out loud: “I wonder if the
others will also have a remainder larger than the dividend?”
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12. The child should notice that the remainder gets bigger and bigger as the dividend
gets smaller and smaller.
13. Decide together that because of this pattern, only 81 ¸ 9 works.
14. You can finish this presentation here.

Notes
On the same day or at a later date repeat this work for 80 ¸ 9 through 1, 79 ¸ 9 through 1,
78 ¸ 9 through 1, etc…

For the first few sets of work, clear the board after each equation.

Once the child understands that each equation is a new and different equation, you do not
need to clear the board after each equation.

Exercises:
The child can work as shown in the presentation. Once the child
has done all the equations on all of the slips, re-read the equations. Underline in red the
equations with no remainder. The child can then record all of the equations with no
remainder on the squared paper.

Purpose:

Direct:
To familiarize the child with the various ways in which numbers may be divided.

Control of Error
Division Chart 1

Age:
5 1/2 - 6 years
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Question 5 How is the stamp game introduced to the child? Also explain
how subtraction problems can be solved with the stamp game.

“Stamp Game”
Material:

 large quantities of wooden squares of equal size about 1 inch square like stamps:
1. Each stamp of 1 is green marked with „1‟.
2. Each stamp of 10 is blue marked with „10‟.
3. Each stamp of 100 is red marked with „100‟.
4. Each stamp of 1000 is green marked with „1000‟.
 A pencil and rule
 Special grid paper

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 2: Subtraction

 Invite the child to come and work with you.

 Write a first number and a second number. Introduce the new subtraction sign.
 Have the child construct the first number .

 Tell the child that we are going to take 3 units from the four units constructed.
 Have the child move 3 units off to the left side of the table.
 Count how many units you have left and write the answer.
 Have the child take 2 tens away from the 5 and move them off to the side of the
table.
 Count and then write how many tens are left.
 Repeat for the hundreds and thousands.
 Read the answer with the child.
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``
Subtraction:
 Write a first large number and a second number under it.
 Make sure that this will lead to dynamic subtraction.
 Have the child create the first number.
 Ask the child how many units are we going to take away:
 z3 units. But as the child becomes stuck, say that we are going to have to change
one of the tens for units. Take out ten units and replace it with one of the ten tiles.
Then have the child take 3 units away from the now 12 units. Place the unneeded
tiles off to the side of the table.
 Have the child write how many units he has left. Repeat for the tens, hundreds, and
thousands. Change when needed. Read the final problem with the answer with the
child.
 Repeat until the child feels comfortable to work alone.
 Allow the child a turn with another example. Guide him with questions. Exercise
The child works alone, creating his own problems.