Module 7:

Montessori Mathematics Exercises

Assignment (Part 2)

Name: Faryal Zubair Roll#: D17036

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.

The exercises in arithmetic are grouped. There is some sequential work and some
parallel work. The first group is 'Numbers Through Ten'. The experiences in this
group are sequential.
When the child has a full understanding of Numbers Through Ten, the
second group, 'The Decimal System' can be introduced. The focus here is on the
hierarchy of the decimal system and how the system functions. It also starts off
the child on the exercises of simple computations, which are the operations of
arithmetic.
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. 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. The fifth group is the ‘Passage to Abstraction’. The exercises
in this group involve helping 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.
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The sixth and final group of materials, ‘Fractions’, can be worked in parallel
to the group of Making Abstractions, whereas the early work with the Fractions
can begin with Sensorial Work.

Question 2: Explain the exercises which enable the child to count till1000?

Linear Exercises help children learn to count till 1000 and getting familiar with
theDecimal 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 emphasized
to the child.

Presentation 1:
Material:
➔ The hundred chain consists 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
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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
squares are 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 tentickets 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 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 squares 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:
1) A Thousand Chain consisting of 100 bars of 10
2) Ten squares of hundred-
3) The Thousand Cube Containers having arrow labels:
a) Green labels marked 1 – 9
b) Blue labels arrowed 10 – 990
c) Red labels from 100 – 900
d) Large green label marked 1,000
4) 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
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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
squares 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 similar toPresentation 1. When the number 100
is reached, the ticket as well as a hundred squares 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 recognise 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 sendthree
solved problems, each carrying four addends?
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Question 4: Explain the presentations of Multiplication Board and DivisionBoard

in your own words.Also make illustrations.
The purpose of the multiplication bead board is to provide training in
multiplication leading to memorization of the important multiplication table 1x1
through 10x10. The box contains a hold multiplication working; 100 holes in rows
of ten arranged in a square, 100 red beads, a box of small plastic cards numbering
1-10 which represent the multiplicand and a red disc. Theboard has a slot on the
left side for cards’ insertion.
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
Exercise: The directress shows children the materials and the numbers along the
top of the board and tells them that these numbers tell us how many times to
take a number. She also demonstrates how to slide the ‘4’ card into the slot on the
side of the board, as she tells them,“This tells us how we will be doing the Table of
4.” She then places the little red disc above the1 at the top of the board and says,
“This tells us we need to take 4 one time.” Using the red beads, she places 4 one
time in a vertical line and asks the children to count the total number of beads
that are on the board and tells them, “4 x 1 is 4”.The children are then instructed
to write the answer on the paper next to the equation. Shethen moves the disc
over above the ‘2’ and tells the children, “We now need 4 two times, but we
already have 4 one time.” The children are told to place the red beads in a vertical
line next to the first four and then count the total number of beads on the board.
She then says “4 x 2 is 8”.The directress repeats it till the children reach 4 x 4 and
then they are told to say the equation along with the directress.
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If the children are making the table easily, they are shown that 4 x 7 is 28, and
once they reach 4x 8, count from 28 up four more. This exercise should be
repeated until they have finished theboard.The directress makes the children read
all of the equations and answers are written on a piece of paper. They can check
their work on Multiplication Chart 1
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Question 5: How is Stamp Game introduced to the child?Also explain

howsubtraction problems can be solved with stam game.

Stamp Game:
Materials:
1) Large quantities of wooden squares of equal size about 1 inch square like
stamps:
a) Each stamp of 1 is green marked with ‘1’.
b) Each stamp of 10 is blue marked with ‘10’.
c) Each stamp of 100 is red marked with ‘100’.
d) Each stamp of 1000 is green marked with ‘1000’.
2) A pencil and ruler
3) Special grid paper
Introduction: The directress starts by inviting the children to come work with her
and bring along the paper, the box of wooden tiles and the tray from ‘Introduction
to Quantity’. Sheintroduces the materials to the child; she shows children the
Green Tile with the unit 1 written on it and tells them that this is the same as the
unit bead. Similarly, she shows them the BlueTile with the unit 10 written on it
and informs them that this is similar to the ten-bar. Shecontinues to repeat this for
the tiles of 100 and 1000.
The Three Period Lesson is also carried out with the 1, 10, 100 and 1000
tiles by showing children that when we take out the unit 1 tiles, we place them
directly in front of the compartment where the other 1’s are. They are told that
they are going to take out 5. As they take out 5 of the unit 1 tiles, they are all
placed in front of the unit 1 compartment. They are then placed back and the
children are given a few different numbers to be taken out, for example, 3 tens, 5
hundreds, or 2 thousands. They are then given a larger number and told,“Now we
are going to make a larger number. This number will have 3 units, 5 tens, 2
hundreds,1 thousand.” As they are given each number, have them take out the
appropriate tiles.
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The directress then counts to check the final product and then has the
children put the tiles back into their compartments.

Subtraction:
Exercise 1: The children are invited to come and work with the directress who
writes down on paper two different numbers and introduces the new subtraction
sign.

The children are instructed to construct the first number and then told that we are
going to take3 units from the four units constructed. Have them move 3 units off
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to the left side of the table,count how many units are left and write the answer.
Next, have them take 2 tens away from the5 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. Finally, read the answer out loud with the children.
Exercise 2:
The directress writes a first large number and a second number under it, making
sure that the numbers lead to dynamic subtraction. She has the children create
the firstnumber, as she asks them how many units are we going to take away, i.e.
3. But as the child becomes stuck, she says that we are going to have to change
one of the tens for units, as she takes out ten units and replaces it with one of the
ten tiles. She then has them take 3 units awayfrom the now 12 units and places
the unneeded tiles off to the side of the table.
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The teacher has the child write how many units he has left. She then repeats for
the tens,hundreds, and thousands, changing as and when needed, reading the
final answer with the children as well as discussing the entire question problem in
its entirety.
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All this is repeated until children feel comfortable to work alone. Children should
be encouraged to pose their own problem examples and guided in the process.