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Mariyam Sarwar Roll Number: DK 2280
Mariyam Sarwar Roll Number: DK 2280
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 experiences in this group are sequential. When the child has a full understanding of
numbers through ten(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 will be started when the decimal system is well underway.
From then on,
these exercises will be given parallel to the continuing of the decimal system. This third group,
Counting beyond Ten, includes the teens, the tens, and linear and skip counting.
an
overlap.
The child who knows the process and tables for addition can begin to do the addition for this
group. He may still be working on learning the tables for the other operations and these will not
be taken up until he has the readiness. The exercises in the group for passing to abstraction,
allows the child to drop the use of the material as he is ready. He can then begin to work more
and more with the symbols on paper, without using the material to find the answers.
GROUP 6(FRACTIONS)
The sixth group of materials, fractions, can work parallel to the group of making
abstractions and the early work with the fractions can begin with sensorial work.
Question 2
Explain the exercises which enable the child to count till 1000?
Liner exercises helps the child learn to count till 1000 ,along with 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 stage, the child learns to count till 100,and in
the
second stage he masters counting till 1000.
Purpose
To consolidate the child’s knowledge of counting. Up until now, he worked with tens and
hundreds in the decimal system. With these exercises, he becomes familiar with the sequence
of
numbers from 1 through 1,000. Counting is a restful activity and tends to become mechanical.
Through repetition, the child establishes the 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
relationships are further established by the child.
Presentation 1:
Notice that it looks just like the cube. When we have 10 hundred squares, we know that we
have
1000 beads.
Place the cube next to the ten hundred squares (placed on top of one another) to show this to
the
child.
Have the child gently pull the 1,000 chain straight. (Have him keep the chain near the left side
of the runner).
Have the child lay out all of the tickets.
Count each bead and place the correct ticket when needed as in Presentation 1. When you get
to
100, place the ticket as well as a hundred square next to the 100th bead. Repeat this for every
hundred. (Even at the 1,000th bead)
At the 1,000th bead, also place the cube.
Stand at the beginning of the runner and walk all the way to the end. Stand at the end and look
at the work of the child.
Go back to the beginning and count: 100, 200, 300, 400, 500, 600, 700, 800, 900.
Ask the child how many he had at the end: 1000.
Go back to the beginning and count the tens. 10, 20, 30, 40, 50, ... 100, 110, 120, ... 400, 410,
420, ... 980, 990, 1000.Then have the child count by tens backwards.
As the labels have to be placed at the end of each bar, the child easily perceives he has made a
mistake in counting.
,000, and 10,000. The columns are divided into small squares so that there are ten in each
horizontal row. At the foot of each column are two spaces, the upper one for carrying figures,
the lower one for the result. There is a blank column at the right side where the problem to be
done is written.
- A good lead pencil
- A purple or orange pencil
- A ruler
Presentation
Stage A
Invite a child to come and work with you. Introduce him to the new paper and have him bring it
over to the table.
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Show the child the different columns on the paper and introduce the child to the new number
of
10,000.
Tell the child you are going to write an addition problem and write one on the right side of the
grid.
Have the child choose at least three more 4-digit numbers.
Once all add-ins have been written, draw a line with the ruler and write in a plus sign.
Look at the first number and write a dot in the units column for each unit in the first number.
Repeat for the tens, hundreds and thousands.
Repeat for each add-in until the whole grid is filled with the appropriate amount of dots.
Then count the first row of dots in the units from left to right. When you get to ten dots, cross it
out and make an orange dot in the first bottom large square. As you do so, say: “This represents
one ten.”
Continue counting the units in this same way. (Crossing off each ten units and marking with an
orange dot.)
Write the number of units left in the second bottom square.
Look at how many orange dots you have in the units column. Mark that amount in a number in
the tens column. Tell the child, “I am carrying over 2 tens.”
Also place two orange dots next to the last pencil dot in the tens column.
Repeat in this way for the tens column, the thousand, and the 10 thousand columns. Always
carrying over what needs to be.
Read the answer with the child, emphasizing the ten-thousand number. E.g. Thirty-
two
thousand, one hundred and fifty two.
Have the child write the answer under the problem on the right side of the paper and show the
child where we place the comma to separate the thousands.
Read the whole problem with the child.
tage B
This is to be done in the same way as in Stage A, but this time have the child make the dots for
all of the units, then all of the tens, then all of the hundreds, and then all of the thousands. This
is to be done from the top unit to the bottom unit.
Purpose
Direct
- To give the child further understanding of addition in the decimal system and to give him a
sense of an ability to work with large numbers.
- To emphasize the fact that in each category, there are never combinations that come to more
than 9, so that it is just as easy to add tens of thousands together as it is units.
- The making of tens focuses on the child’s attention on the process of carrying.
- To further familiarize the child with the different categories.
- A first abstraction in the decimal System.
Question 4
Explain the presentations of Multiplication board and Division board in your
own words. Also make illustrations.
The multiplication bead board is used for practice with the multiplication tables 1x1 though
MARIYAM SARWAR
ROLL NUMBER : DK 2280
10x10. The box consists of a perforated multiplication working with 100 holes in rows of ten
arranged in a square, a box with small plastic cards numbering 1-10 which represent the
multiplicand, a red disc which marks the multiplier and a box of 100 red beads. At the left side
of the board is a window with a slot for the insertion of the cards.
Purpose
To give practice in multiplication leading to the memorization of the essential multiplication
tables.
Age
5 1/2 - 6 years
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
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’.
- 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
MARIYAM SARWAR
ROLL NUMBER : DK 2280
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
Show the child the paper on which we write our problems.
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.
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.
Have the child create the number using the tiles.
Tell the child that we are going to make another number.
Show the child that you will write this new number below the first number on the piece of
paper.
Write: 1241 and read it with the child as before.
Show the child that we will place the tiles for this number a little below the other tiles.
Have the child create this number using the tiles.
Tell him that we will see how much we have all together.
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.
Then draw a line under the last number using the ruler.
Have the child count all of the units: 4 + 1 = 5
Write in 5 under the units on the paper.
Have the child count the tens, hundreds, and thousands, each time writing the answer down
ead the final answer with the child: When we have 1524 and we add 1241 we get 2765!
Allow the child a turn with another example. Guide him with questions.
Dynamic Addition
Have the child construct and write the first add-in, first the units, tens, hundreds, and then
thousands.
Have the child write another add in, but guide the child so that there will be a need to change
the
numbers.
Have the child construct the two numbers using the tiles.
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Count all of the tiles and notice that you are going to need to change some of the tiles. Have the
child
do
Chart
1
Presentation
Show the child the material and have him bring it to the table.
Show the child the numbers along the top of the board. Tell the child, “These numbers tell us
how many times to take a number.”
Show the child how to slide the card (4) into the slot on the side of the board.
Tell the child, “This tells us we will be doing the table of 4.”
Place the little red disc above the 1 at the top of the board.
Say, “This tells us we need to take 4 one times.
Using the red beads, place 4 one times in a vertical line.
Have the child count how many beads there are on the board.
Tell the child, “4 x 1 is 4” Have the child write the answer on the paper next to the equation.
Move the disc over above the 2.
Tell the child, “We now need 4 two times. But we already have 4 one times.”
Have the child place the red beads in a vertical line next to the first four.
Have the child count the total number of beads on the board.
Say, “4 x 2 is 8”.
Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you.
If the child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was 28.
Count from 28 up four more. Repeat in this way until he has finished the board.
Have the child read all of the equations and answers written on the piece of paper.
The child can check his work on Multiplication Chart 1.
Control of Error
The child checks his work with Chart 1.
Question 5
How is the stamp game introduced to the child? Also explain how
subtraction problems can be solved with the stamp game.
StampGame
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’.
A pencil and ruler
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.
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.
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: 3 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.
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Then have the child take 3 units away from the now 12 units. Place the unneeded tiles off to the
side of the table.
Dynamic 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 we are going to take away: 3 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.
Read the final problem with the answer with the child.
Repeat until the child feels comfortable to work alone.
Exercise
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Dynamic Multiplication
Invite a child to come and work with you.
Create a problem
Read it: 2635 times 5. Make mention that we are going to take this number 5 times!
Take out the skittles and place them in a vertical line with ample space between them.
Have the child create 2635 to line up with the first skittle.
Have the child create 2635 four more times.
Have the child count the total amount of units, changing when needed.
Count the total amount of tens, changing when needed.
Count the total amount of hundreds, changing when needed.
Once done, have the child count what is left and write the answer on the piece of paper.
Exercise
The child works alone as shown in the presentation
Note
Although there is a limitation in the material, the child may multiply any number he wishes to.
Presentation 3: Division
Static Division
Invite a child to come and work with you and have him bring the material to the table.
Create a problem.
Introduce the two new symbols to the child.
Have the child create 3636 using the tiles.
Show the child the green skittle and place them in a row to the right of the tiles. Explain to the
child that we are going to give each skittle the same amount of tiles.
Tell the child that when we divide, we always start with the thousands.
“
Give” each skittle a thousand tile.
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Tell the child: “In division, we always look at what one gets, so lets see how many one skittle
got.”
Count what one skittle got, writing in the units, the tens, the hundreds, and then the thousands.
Dynamic Division: no remainder
Invite a child to come and work with you and have him bring the material to the table.
Create a problem: 6525/5
Have the child create 6525 using the tiles.
remind the child that when we divide, we start with the thousand.
“
Give” each skittle a thousand tile.
Notice that we have 1 left over. Change it for ten hundred tiles.
“
Give” each skittle a hundred until there are no more hundred tiles. Notice that there are none
left after we gave each skittle 3 hundreds.
Notice that there are not enough ten tiles to give to each skittle. Change one ten tile into 10
unit
tiles and then change the second ten tile into 10 unit tiles.
Give each skittle a unit tile until there are none left.
Count how many tiles one skittle has and write down the number each number at a time.
Dynamic Division: remainder
Create a problem for the child: 6738/5
The procedure for this exercise is the same as in the above procedure for Division with no
remainder except for the end.
Notice with the child that there are some unit tiles left and not enough to give to each skittle.
Tell the child that these tiles are called a “remainder”. Show the child how to write the
remainder.
gets a thousand tile, the green tiles must each get a hundred tile because the green tile is ten
times less than the blue tile.
Give each green skittle a hundred tile for every thousand tile you give to the blue skittle.
When there are two thousand tiles left but only a hundred tile, change one of the thousand
tiles
for ten hundreds. Give the last thousand to the blue skittle and two hundred tiles to the two
green skittles.
Continue in this manner, giving the green skittles ten times less that what you give the blue
skittle.
Once all of the tiles that can be shared are shared, remind the child that in division, we always
look at what one person gets. Have the child count the tiles for one of the green skittles, writing
in how many units, tens, hundreds, and thousands one skittle gets and have the child write in
the
remainder.
xercise
The child can work alone, creating his own division problems to solve as he was shown in the
presentations.
Purpose
Direct
To give the child the opportunity of carrying out individual exercises in the four operations.
Previously, he needed the collaboration of other children to do these operations with the bead
material of the decimal system.
MARIYAM SARWAR
ROLL NUMBER : DK 2280
Long division
As above, and so become more familiar with all the steps involved in long division. The use of
this more symbolic material helps the child to move closer towards abstraction.
Control of Error
The child’s growing knowledge.
Age
To 5 1/2 years for addition, subtraction, multiplication and short division.
To 6 years for long division.