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Q1. How would you teach numbers 0 to 10 to a child according to

Montessori Method? Explain all the exercises in this group briefly in
your own words.

Number Rods
These are ten wooden rods similar to the Red Rods. Their lengths
vary from 1 decimeter to 1 meter. Each decimeter is, painted in red and
blue sections. The shortest rod that is 1 decimeter is red. The second is 2
decimeter long, one-half is, painted red and the other half is blue. All the
other rods are, divided in a similar manner.

Exercise-1: Introduction
Material:
Ten number rods and a floor mat.

Presentation:
The teacher bring the child over to the long Rods and remind him
its use. She then tell them that there are rods similar to long rods except
for they are red and blue. She invite the child to arrange the rods as he
had the long rods, with the red ends on the left and evenly lined.

Exercise-2: Learning to count from 1 to 10

Material: Material is same as in the above exercise.
Presentation:
The teacher takes the first three rods. She point to rod 1 and Say,
“This is one.” She repeats it several time. Repeat it with the other two
rods as well by calling them two and three. She then do the 2™ and 3°
period of three period lesson. When the child get familiar to the numbers,
she take out the rods 4, 5 and 6. This is how she repeat the exercise for
all the numbers from 1 to 10. Depending on the child, this may be, taught

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over a few days.

Exercise-3: Sandpaper numbers

Materials:
Numbers from 0 to 9, cut out of sandpaper and mounted on
wooden or acrylic green cards. (The 0 is presented after the Spindle
Boxes).

Presentation:
The teacher begin by sensitizing fingers. She introduce the child
with the material. Then take out 1, trace it three times and says, “One”.
Invite the child to repeat. She repeat it for numbers 2 and 3. Then do the
Three Period Lesson with numbers 1, 2, and 3. Repeat the exercise for
the rest of the numbers. It may take a few days to introduce all the
numbers.

Exercise-4: The number rods and the numerals

Materials:
The numbers rods, a set of white wooden or acrylic cards with
numbers from 1 to 10 and a floor mat.

Presentation-1:
The teacher place the Number Rods and the cards on the mat. She
points to a rod and ask the child to count it she then ask him to find the
appropriate number card for the rod and place next to it. Repeat it with all
the rods.

Presentation-2:
The teacher ask the child to find rod 1 and number 1 and place the
card next to the rod. She ask him to keep placing the cards t their

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corresponding rods.

Presentation-3:
She ask the child to build stairs out of rods and place the numbers
cards next to the corresponding rod. She continue until all the cards are,
placed in sequence.

Exercise-5: The spindle box

Materials:
A wooden box with ten compartments. At the back of each
compartment is painted a number in black, starting from O up to 9 and 45
wooden spindles.

Presentation:
The teacher Introduce the child to the material. Point out the
compartments and the numbers, one at a time and ask the child to give
the number’s names. She tell the child that these numbers will tell us how
many spindles to put in the box. Then point to the number 1. Have the
child read it and then ask to put 1 spindle in the box. Repeat the same for
other numbers by counting the spindles as they place them. Once all the
spindles are placed, she look at compartment 0 and say, “This is zero.
Zero means nothing. That is why there is nothing in this compartment”.

Exercise-6: Number cards and counters:

Materials:
Number cards with numbers from 1 to 10 and 55 counters of
same color and size.
Presentation:
The teacher show different cards to the child and have him say
the numbers aloud. Place the number 1 card to the left side and the

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number 10 card to the right side of the table. Ask the child to put the
other cards in order. She tell the child that he is going to put the number
of counters under the corresponding card. She point to card 1 and ask
the child to, gently slide one counter under this card. For card 2 she ask
to place the counters next to each other. For card 3 she ask to put two
counter next to each other but place the last counter under and to the
middle of the two counters. She make sure that the child place the rest of
the counters in a similar way as she has shown. The exercise continues
until alt of the counters have been, placed. She then runs her finger
through the counters that is places her index finger above the first
counter (under card 1) and try to run it down, when the finger hits the
counter she says “odd”. She Repeat for counters 2 and after running her
finger through the two counters, she says “even”. She repeats it for the
rest of the numbers.
After finishing the first period, she ask the child to show her
the odd and even numbers. Lastly using the 3 period she points to a
number and ask the child what number is it.

Purposes:
Reinforcing the concept that each number is, made up of
separate quantities.
 Learning sequence of numbers
 Learning the odd and even number
 Learn the qualities and names of each number
 Memorize the sequence of numbers from 0 to 10.
 Learn the symbols for the numbers he knows.
 Preparing for the writing of numbers.
 Introducing the concept of zero and its symbol.
Activities like memory games, action games, poems and rhymes are also
used to teach numbers from 0 to ten.

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Q2. What do you know about the decimal system? How would you
enable children to count any quantity and identify numerals till
9999?

The decimal system is a numeral system, which arranges and

categorizes numerical quantities into different group of units. In a
Montessori, it is offered when the child can count and recognize the
symbols from 0 to ten with complete understanding. During Montessori
Math Early childhood lessons, the numerals of the decimal system are,
introduced. The young child’s Sensitive Period for Order and
classification ensures a greater thrill for handling large quantities at this
stage. Let us see which material are, used in Montessori to introduce the
concept of decimal system.
INTRODUCTION TO GOLDEN BEADS:
This material is, made up of golden beads of similar size. They
are, used to introduce and understand functioning of decimal system and
the four operations that is addition, multiplication, division and
subtraction.
Material:
 Units, tens, hundreds, and thousands.
 A unit is a single bead --a point.
 Ten is ten beads strung together on a wire--a line.
 A hundred is 10 ten bars fastened together side by side--a
square.
 A unit of thousands is 10 hundreds fastened together to
form a cube 10x10x10 --a point.
 This pattern of a point, a line, a square, repeats through the
number system.
Exercise-1: Presentation of decimal system

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Material:
Single golden bead, a ten-bar, a hundred square, a thousand cube
and a dark green tablemat.

Presentation:
The teacher introduces the material to the child. Using the three
period lesson the teacher places a single bead in front of the child and
tells him that this is "1." Then she places a ten bar in front of him. In
addition, tells him that this is one ten. She do the same with hundred
square and thousand cube. During the second period, she ask the child
to show her one unit, one ten, one hundred and one thousand. Lastly,
she points to the quantity and ask him what quantity is this.

Exercise-2: Passing nine game

Material:
Nine unit beads, nine ten beads, nine hundred square, one
thousand cube and a mat.

Presentation:
The teacher ask the child to count the single beads and arrange
them horizontally. When he reaches nine the teacher hands him the bar
of ten and ask him to count. She tell him that this bar is, called as one
ten. She then ask him to count the bars of ten when he reaches 9 she
introduces him to the hundred square and ask him to count the tens bars.
She then tell him that we call 10 tens one hundred. Finally, she asks to
count the square of hundreds by putting them on top of each other. When
he finish counting until ten hundreds, she show him the cube of
thousand. Ask him to count the square of hundreds in the cube. When he
completes she tells him that 10 hundreds are, called one thousand. She
repeats the lesson until the child start enjoying it.

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Exercise-3: Group-counting game

Material:
9 single beads, 9 ten bars, 9 hundred square, 9 thousand cubes, a
tray and a tablemat.

Presentation:
This exercise is, done in a group. The teacher put a quantity
on a table and ask the children to count them. When they answer
correctly, she put another quantity and ask the same question. It is
important to initially, use quantities from one hierarchy. After the children
have mastered it, use two hierarchies and so on. She continue the
exercise until the children can count to 9999. She can also do the
exercise in reverse order by saying the number and asking the child to
put that quantity in the try.

INTRODUCTION TO LARGE NUMBER CARDS:

 Large number cards are 36 wooden cards of different
sizes and number written on them as,
 The units (1 to 9) are, printed in green on white card.
 The tens (10 to 90) are, printed in blue on white card.
 The hundreds (100 to 900) are, printed in red on white
card.
 The units of thousands (1000 to 9000) are, printed in
green on white card.
 The ten cards are twice the width of the unit cards. The
hundred cards are three times the width of the unit cards.
The thousand cards are four times the width of the unit
cards.

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Exercise-1: Introduction to decimal symbols

Material:
Large number cards of 1, 10, 100, 1000 as described above.
Presentation:
The teacher introduces the numbers 1, 10, 100 and 1000 to the
child by using the cards. She uses the three period lesson by introducing
the numbers written on the cards in the first period, by asking the child to
show a particular card in the second period and by placing a card and
asking as what number is, written on it.

Exercise-2: Complete layout of large number cards

Material:
Large number cards and a large size mat.
Presentation:
In this exercise the teacher with the help of a child, arrange the
number cards horizontally. She starts with the number cards from 1 to 9.
Then from 10 to 90, from 100 to 900 and from 1000 to 9000. She keep
on naming the numbers and asking the child to repeat with her so that
child learns them. She repeat this exercise until the child start enjoying it.

Exercise-3: Group gaming identifying numerals

Material:
Large number cards and a tray.
Presentation:
This activity is, done in a group. Beginning with one hierarchy
the teacher places a number card in a tray and ask the child as “who can
tell her how much is this”? When a child answers correctly, she put
another card in the same manner. She can use two hierarchies at the
same time if she think that the children are ready. This activity can also
be, played in reverse order where the teacher ask the children to show

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her the desired quantity.

Exercise-4: Group game matching numbers and quantities Material:

A set of large number cards, 9 single golden beads, 9 ten
bars, 9 hundred squares, 9 thousand cubes and a tray.
Presentation:
This activity is, also done in a group. The teacher lays out the
number cards on one side and the beads material in sequence on the
other side. Using only one hierarchy, she put a quantity and ask the
children to count it. When a child count it correctly, she ask another child
to put the correct number card beside it. She repeat the activity with other
quantities.

Exercise-5: Exchanging game

Material:
Golden beads material, trays, pots and floor mat.
Presentation:
The teacher starts with single beads and ask the child to
arrange the beads horizontally, when she he reaches ten she asks him to
exchange it with a bar of ten and places it above the other bars of ten.
Then stat counting the other single beads. She continues to exchange all
the single beads with the bar of ten until the single beads left are less
than ten. She then ask him to start building square of hundred by
combining the ten bars and exchanging them with a square of hundred
until he reach a point where the ten bars are less than 10 and so on. The
same done with thousand cube. The teacher can ask the child to place
corresponding number cards and place them beside the quantities.
Exercise-6: The bird’s eye view
Material:
45 golden bead units, 45 ten bars, 45 hundred square, 1

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thousand cube, large number cards from 1 to 1000, a felt lined tray and a
green felt mat.
Presentation:
The teacher ask the child to arrange the number cards. Then
she start asking the name of the number by pointing at each card and
then asking him to put the correct quantity using the beads beside it. She
continues until the whole set of number cards is laid out in the correct
order along with the corresponding quantities.
Purposes:
 Introducing decimal system and one unit, one ten, one hundred and
one thousand.
 Introducing the idea that after every nine progressions there is a new
hierarchy.
 Enabling the child to count any quantity till 9999.
 Introduction of written numeric symbols.
 Enabling the child to read and compose any quantity till 9999.
 Associating numerals to quantities.
 Familiarizing with the process of exchanging.
 Giving a bird’s eye view of the decimal system.
Q3. Explain addition and multiplication exercises in your own
words?

ADDITION:
This is a mathematical operation, in which smaller quantities are,
summed up to make larger quantity. In a Montessori environment,
teachers uses golden beads and large number cards to teach this
concept to children. Let us evaluate exercises used to make addition
simple to learn:

Exercise-1: Addition without exchanging

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In this exercise the addend are small number cards and the sum is
a large number cards.

Material:
Golden beads bank, a set of large number cards, a set of small
number cards, 3 tray, a small container and a floor mat.

Presentation:
This activity is, done in a group. The teacher write down the
addends on a slip of paper. Then arrange the numerals using small
number cards in two trays and hand each tray to two children. Then ask
the children to bring the quantities of beads according to the numbers.
She then separate the small number card of the first child and ask him to
place the correct beads quantity under the card. Then take small number
card of the second child, place it under the first number card and ask the
child to place beads of the quantity above it. Take the set of numbers and
place the first one above and the second one under it like an addition
equation. She introduces the sign of “+” on this stage. Place a ruler or a
paper strip under the equation. Places the golden beads bank together.
Ask one child to count the units and place the correct number card under
it. Ask the other child to count the tens and place the correct number card
under it. It is, done with the hundreds and thousands. Then she explains
to the children the addends and the sum of those addends. Finally, she
shows the children to record the answer on paper.

Exercise-2: Addition with exchanging

Material:
Material is same as in exercise 1.
Presentation:
The teacher write down the addends on a slip of paper in

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such a way that the answer must be above 9999. She ask the children to
make their number using the small number cards in their trays. Then she
ask them to bring quantity of beads according to their number. Take the
small number card of the first child, place it on the mat and place the
quantity of beads under it. Then the small number card of the second
child place it under the first number and place the quantity of beads
above it. She do the same with the tens, hundreds and thousands cards.
Then she take the first set of numbers and place it on the side of the mat,
place the second set beneath it. She ask a child to count unit beads if the
answer is larger than 10, she ask him to exchange it with a 10 bead bar
and if it is less then she ask him to place the corresponding number
beneath it. She ask the other child to add the tens, if the answer is
greater than ten tens she ask him to exchange it with hundred square.
The same goes with the hundreds. Finally, the thousands are, counted
and large number card is, placed under the equation. She then explains
the equation to the children. In addition, show them to record it on the
paper.

MULTIPLICATION:
This is another very important concept of math. Multiplication
refers to as adding the same number repeatedly. This concept is,
introduced to the child when he has mastered addition.

Exercise: Multiplication with or without exchanging

Material:
Material used is same as used in the addition exercises.
Presentation:
This activity is, done in a group. The teacher write the
quantities for each child to be, multiplied, several time on paper slips.
She make sure that the product of those quantities do not exceed 9999

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and do not involve exchanging, for example, 1212 three times. She give
the slips to every, child and ask them not to show their quantities to other
and build these quantities using small number cards in their trays. After
building their numbers, she ask them to bring the quantity of beads
according to these numbers. She take out the number cards of first child
and place them on the mat. She ask the child to place the correct
quantities of beads, bars, square and cubes, place them under the
corresponding numbers. She then place the small number cards on one-
side. Places an addition sign and a paper strip under them. She ask the
children to add the number making sure that units, tens, hundreds and
thousands stay in their hierarchy. She invite the child to count the beads
beginning with units, then bar of tens, then square of hundreds and then
the cube of thousands. If exchanging is involved same concept as shown
in the addition with exchange exercise, is applied. At the end of the
exercise the teacher explains that 1212 three times is 3636 that is, if a
same quantity is, added repeatedly, known as multiplication.

Q4. Explain how would you give the concepts of subtraction and
division?
SUBTRACTION:
Subtraction means taking away smaller quantities from larger
quantity. Large quantities known as, minuend and smaller quantity as
subtrahends. The subtrahends are smaller than minuend and the
difference between them as well.
Exercise-1: Subtraction without exchanging
Material:
Material is same as used in addition exercises.
Presentation:
This is a group presentation. The teacher writes the minuend and
the subtrahend on two separate paper slips. She gives the minuend to

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the children and ask them to build it using large cards and bring the
beads for the quantity. She places the beads with their corresponding
numbers on the mat. Then she give them the subtrahend slip, ask them
to build the number with small number card and ask him to take the
beads quantity equal to the subtrahend away from the minuend beads
and place them in his tray. She place the subtrahend number cards
under the minuend, places a ruler underneath, introduces the subtraction
sign and places it beside the number cards. She start counting the
remaining bead quantity starting from units and placing a small number
card under the corresponding numeral. She explains that they started
with a large number, took away a small number that is, subtracted and
get our answer.

Exercise-2: Subtracting with exchanging

Material: Material is same.
Presentation:
Material is, arranged in the same way as in the above exercise.
The teacher write the minuend and subtrahend on two slips, that is,
5832-4543. Minuend slip is, given to one child, small number cards are
build and beads are, placed with the numbers.
Subtrahend number slip is, given to the other child and number cards are
build. The teacher ask the second child to take away the beads quantity
equivalent to the subtrahend from the minuend beads. The child will
realize that the subtrahend unit number is larger than minuend. The
teacher will suggest exchanging ten unit beads with a bar of ten, he will
have twelve beads from which he can take away three. It will goes with
tens, where available beads are two, as being, already exchanged while
he need four. The teacher will again suggest exchanging ten bars of ten
with a square of hundred where he will be, left with twelve from which he
will take way 4 and so on. Finally, all the beads are, counted and children

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places the corresponding number card as answers.

DIVISION:
Division is spitting a quantity into equal parts or groups. There
are two value in a division sum,
a. Quantity to be, divided, the dividend.
b. The number by which another number is to be, divided, the divisor.
Exercise-1: Division without exchanging
Material:
Golden beads bank, 2 to 3 sets of small number cards, a set of
large number cards, 3 trays and containers and a floor mat.
Presentation:
It is a group exercise. The teacher take as many children to do the
division as the divisor (for example, two if the divisor is 2, three if the
divisor is 3, etc.). She write a dividend on a paper slip e.g. 4862, hand it
over to a child, ask him to build the number with large number cards and
bring the corresponding beads quantity. She tells the children that she
will divide the quantity between them. She places equal amount of beads
starting from thousand cubes, then hundred squares, bars of ten, and
unit beads, into their trays. She asks them to build their numbers with
small number cards. They both write 2431. She takes the small cards
from one tray and places them over the large number cards; tell the
children that by dividing 4862 between 2 children, each get 2431 and
nothing is, left.
Exercise-2: Division without exchanging
Material: Material is same as used above.
Presentation:
The teacher invite two children for the exercise think of a dividend
and a divisor, so that the sum involve exchanging. e.g. 5672 + 2. She
write the dividend on a paper slip, give it to the child, ask him to build the

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number using large number cards and bring the beads quantity. She
place the bead material and the large number cards on the floor mat. She
tells the children that she has 5672; she is going to divide it between both
children. She start the division from thousand cubes; give two cubes to
each child making the children realize that one thousand is left. She ask
them what shall they do. In addition, wait for their reply. Occasionally a
child will suggest exchanging it with ten hundred squares. By doing so
she get 16 hundred squares which she will equally divide between them.
She repeats it with the tens and units. When the quantity is, equally
divided, she ask the children to build their numbers using small number
cards. Each child has 2836. She take the small cards from one tray and
puts them above the large number cards and says that when she divided
5672 between two children, each got 2836 and nothing is left.
Exercise-3: Division with remainder
Material: Material is same as used above.
Presentation:
The teacher thinks of a division sum that will leave a remainder,
e.g. 457 + 3. She write the dividend on a paper slip hand it over to a
child, ask him to build the number using large number cards and bring
the quantity. She arranges it on the mat. She tells the children that she is
going to divide 457 equally among three children. She starts with the
hundred squares where 1 hundred is left. She exchanged it for 10 ten
bars. Then she divide 15 tens among the children. Each child gets 5 bars
of ten. Finally, she start dividing the seven beads unit. Each child gets 2
units whereas one unit is left. She explain that she does not have enough
units for everyone; so this will be, called as remainder. She then ask
each child to build their amounts using small number cards. Each has
152. She take the small number cards from one tray, puts them above
the dividend and tell that she had 457. Which she divided equally among
three children. Each child

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was a remainder. The teacher can reinforce the terms, dividend, divisor,
quotient and remainder.

Q5. What are teens and tens boards? Explain their purpose and
usage.

Before using the teens and tens boards, the teacher has to familiarize the
child with the colored beads bars. They are bars from single bead to nine
beads. Each bar has different color beads. The teacher demonstrate
exercises relating bead bars so that they prepare for the board exercises
and count from 11 to 19.

TEENS BOARDS:
They are, also known as Seguin boards, designed by Dr. Edouard
Seguin. It include set of two boards:
 Board A, number “10” is, printed 5 times on it.
 Board B, number “10” is, printed four times on it.
 Cards of appropriate size from 1 to 9 which can slide through
the board.

Exercise-1: Identifying numerals 11 to 19

Tens boards are used in this exercise.

Presentation:
The teacher place the boards on the mat and ask the child as
what number is, written on the board. When the child answer correctly,
she slide card of one and hide the zero. Using the three period lesson,
she first name the number, repeating it several times by slide the number
one in and out. She do the same with twelve and thirteen. In the second
period, she ask the child to show her eleven, twelve and thirteen one by

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one. Finally in the third period, pointing to the numbers she ask the child
as what number is this. After practicing from 11 to thirteen she introduce
the other three numbers until they reach number nineteen.

Exercise-2: Quantities and numerals 11 to 19

Material:
Teens number boards, number cards from 1 to 9, nine ten bars, a
set of colored bead bars i-e, one to nine and a floor mat.

Presentation:
The teacher arrange the boards and the colored beads bars on the
floor mat. She put a bar of ten beside the board and places a one colored
bead on its right side, ask the child to count them. She then slide the one
number card on the board over the zero. Tell the child that ten and one
are eleven. She repeat this exercise until they reach nineteen.

Exercise-3: Learning the names 10 to 90

Material: 45 ten bars and a felt mat.
Presentation:
The teacher take a bar of ten, ask the child what it is and put it
aside. Then place two ten bars, ask the child what it is, he will say two
ten bars and the teacher will tell him that two ten bars are, called twenty.
She repeat it several time. Using the three period lesson, in the first
period teacher introduce ten, twenty and thirty to the child, in second
period she ask the child to show her these quantities and in the third
period she point to the quantity and ask him what this is. She do this
activity until they reaches 90.

TENS BOARDS:

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These are, also known as Seguin boards, designed by Edouard

Seguin. It is also a set of two boards.
a. Board A has 10, 20, 30, 40 and S0 written on them.
b. Board B has 60, 70, 80 and 90 written on them.

Exercise-1: Identifying numerals 10 to 90

Material: Ten boards are required.
Presentation:
By using three period lesson, the teacher chooses first 3 numbers
i-e, 10, 20 and 30. In the first period teacher points to the number and tell
the child that these are 10, 20 and 30. Repeat it several times. In the
second period, she ask the child to show her 10, then 20 and then thirty.
In the third period, she point to the numbers one by one and ask him
what this is. She repeat the exercise for all the numbers.

Exercise-2: Quantities and numerals 10 to 90

Material: Tens boards, 45 bars of ten and floor mat. Presentation:
The teacher arranges the boards on the floor mat. She place a bar
of ten beside the number ten, ask the child to count the beads and say
the number. Then she places two ten bars beside the number twenty,
ask the child to count them and tell him that this is twenty. She keep on
doing the exercise until the child recognize and count the numbers to
ninety.

Exercise-3: Associating quantities and numerals11 to 99

Material:
Nine bars of ten, colored bead bars, tens boards, cards 1-9 which
can fir in the tens boards and floor mat.

Presentation:

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 MODULE:05
NAME: SANIA MAQSOOD ROLL NO. DK2155

The teacher arrange the material on the floor mat. She take
number one card and slide it on the zero beside one. She tell the child
that one and one make eleven. She also places a bar of ten and a
colored bead beside 11 and ask the child to count them. Then she build
the number twelve using the bead bars, ask the child to count them and
slide the two number card beside two over the zero. Tell the child that
two and two makes twenty-two. She ask the child to keep on building
numbers and making numbers on the board. When he has made
numbers until 29 move to 30s and so on.

PAKISTAN MONTESSORI COUNCIL P a g e 20 | 20