Syeda Rabbiya Tahir

Dk-3105

Question [Link] WOULD YOU TEACH NUMBERS 0 TO 10 TO A CHILD ACCORDING

TO MONTESSORI METHOD? EXPLAIN ALL THE EXERCISES IN THIS GROUP BRIEFLY IN
YOUR WORDS.

Montessori Number Exercises (1–10)

1. Learning to Count with Number Rods

Materials: Number rods (1–10)

First Period

1. Show the rod 1 to the child and say, “This is one,” several times.
2. Show rod 2 and say, “This is two,” touching the red and blue segments to show the parts.
3. Do the same for rod 3 and repeat a few times.

Second Period

1. Ask the child to show rod 1. If the child can’t, repeat the first period.
2. Ask for rods 2 and 3.
3. Continue until the child can confidently identify rods.

Third Period

1. Point to a rod and ask, “What is this?”

2. Encourage the child to count the segments on the rod.
3. Gradually add more rods until the child can count all rods independently.
4. Rods are left on the shelf so the child can practice anytime.

2. Sandpaper Numbers
Materials:

 10 green wooden or acrylic cards with sandpaper numbers 0–9

 Number 0 is introduced after the spindle box exercise
 Presentation

First Period (Three Period Lesson)

1. Let the child and your fingers feel the sandpaper to sensitize touch.
2. Take cards 1, 2, and 3. Show numeral 1 and say, “This is one.”
3. Trace the number with your index and middle fingers while saying its name.
4. Ask the child to trace the number the same way.
5. Repeat with numerals 2 and 3.

Second Period

1. Place numerals 1, 2, 3 in front of the child. Ask, “Show me one,” “Show me two,” etc.
2. When the child points correctly, ask them to trace the number.
3. Change the order of numbers and repeat until the child can match numbers to names.

Third Period

1. Place all numbers in front of the child and ask, “What is this?”
2. Let the child trace after answering.
3. Gradually add more numbers as the child learns.
4. Keep the numbers on the shelf for independent practice anytime.

3. Number Rods and Numerals

Materials:

 Number rods 1–10

 White cards with numerals 1–10 in black or red

Exercise:

1. Let the child count the segments on each rod and match with numeral cards.
2. Place rods and numeral cards randomly for practice.
3. Ask the child to build a number staircase.
4. Show how each numeral is written while labeling the rods.
5. You can also introduce reverse counting with rods and numerals.
 4. Spindle Boxes
Materials:

 Wooden box with 10 compartments labeled 0–9

 45 wooden or plastic spindles

Exercise:

1. Bring the spindle box to the work area with the child.
2. Point to a compartment and ask, “What number is this?”
3. Pick up 1 spindle, say “one,” and place it in compartment 1.
4. Pick up 2 spindles, say “one, two,” and place in compartment 2.
5. Continue until all spindles are placed correctly.
6. Introduce number 0 by showing the empty compartment labeled 0.
7. Show numeral 0 on the sandpaper card and let the child trace it.
8. Once familiar, the child can practice this independently.

5. Number Cards and Counters (Even & Odd)

Materials:

 Number cards 1–10 (red on white)

 55 small counters

Exercise:

1. Mix up the number cards and place 1 on the left and 10 on the right.
2. Ask the child to arrange the remaining numbers in order.
3. For each number card:
o Point to 2, say “two,” and place 2 counters below in a straight line.
o For 3, place 3 counters with the third slightly below the middle of the line.
o Continue arranging counters for numbers 4–10 in the same way.
4. Let the child take over and arrange counters if they want.
5. To teach odd and even:
o Slide your index finger down the middle of the counters.
o If it touches a counter → odd,
o If it passes through → even.
6. Use the Three Period Lesson to help the child remember odd and even numbers.
✅ Note: All materials should be left accessible on the shelf so the child can practice
independently at any time.

2. WHAT DO YOU KNOW AOUT THE DECIMAL SYSTEM? HOW

WOULD YOU ENABLE CHILDREN TO COUNT ANY QUANTITY
AND IDENTIFY NUMERALS TILL 9999?

Montessori Decimal System and Golden Bead Exercises

Introduction

After a child understands numbers up to 10, they are ready to learn the decimal system. This
includes units, tens, hundreds, and thousands, and prepares the child for the four basic
operations: addition, subtraction, multiplication, and division.

In Montessori classrooms, the Golden Bead Material is used to introduce this system.

Golden Beads Apparatus

The material consists of golden beads that are all the same size but grouped to show place value:

 Unit (Point): A single bead

 Ten (Line): Ten beads strung together on a wire
 Hundred (Square): Ten lines joined side by side to form a square
 Thousand (Cube): Ten squares joined together to form a cube

This pattern of point, line, square, cube repeats throughout the decimal system. When a child is
confident with numbers up to 10, they can use these beads to understand numbers beyond 10.

Counting and Recognizing Large Numbers

Materials Needed

 36 large number cards (white, wooden or plastic) with numerals:

o Units 1–9 in green
o Tens 10–90 in blue
o Hundreds 100–900 in red
o Thousands 1000–9000 in green
 Cards vary in size: tens are twice the width of units, hundreds three times, thousands
four times
 Group Game: Identifying Numerals
Materials:

 Complete set of large number cards

 A tray (about 10” x 18”)

Exercise:

1. Ask children familiar with the decimal system to bring the cards to the workspace.
2. Arrange the cards in rows:
o Row 1: Units 1–9
o Row 2: Tens 10–90
o Row 3: Hundreds 100–900
o Row 4: Thousands 1000–9000
3. Start with one hierarchy at a time until children are comfortable.
4. Place a number on the tray, e.g., 400, and ask, “Who can read this number?”
5. When a child answers correctly, return the card.
6. Continue with other numbers, allowing each child to participate.
7. You can reverse the game: say a number and ask a child to place the correct card on the
tray.
8. Once children can easily read one hierarchy, combine hierarchies. For example, place
7000 and 700 together and ask the child to read the number.
9. Continue practicing until children can read and compose numbers up to 9999.

Group Game: Matching Numbers with Quantities

Materials:

 Large number cards

 Golden bead material:
o 9 units, 9 ten-bars, 9 hundred squares, 9 thousand cubes
 Tray

Exercise:

1. Children bring all materials to the workspace.

2. Place the number cards on one table in order, and the beads on another table.
3. Put a quantity on the tray, e.g., 3 hundred squares, and ask, “Who can count how much
this is?”
4. When a child counts correctly, ask them to place the numeral 300 with the quantity.
5. Return both the quantity and numeral to their places.
6. Repeat the exercise with other quantities.
 7. Reverse the game: place a numeral on the tray and ask the child to bring the matching
quantity, e.g., numeral 4000 → 4 thousand cubes.
8. Start with one hierarchy and gradually use two or more hierarchies.
9. Continue until children can match any quantity with the correct numeral up to 9999.

Important Notes

 Numbers should never go above 9999.

 Observe the complete work cycle to ensure the child understands all steps.

Question 3
EXPLAIN ADDITION AND MULTIPLICATION EXERCISES IN YOUR OWN WORDS?

Montessori Arithmetic Exercises (Addition &

Multiplication)

Addition
Definition:
Addition is combining smaller numbers, called addends, to make a larger number, called the
sum.

Addition Without Exchanging Materials

Materials:

 Golden beads set (units, tens, hundreds, thousands)

 Large number cards
 Small number cards (3 sets)
 3 trays
 Small containers for units
 Floor mat

Presentation:

1. Invite a few children to bring the materials to the workspace.

2. Arrange the golden beads, large and small number cards neatly on the floor mat.
3. Write an equation on a slip of paper, e.g., 1234 + 5665.
4. Give each child a slip and ask them to build their number using the small number cards.
5. Ask the children to collect the golden beads matching their number.
 6. Place the small number cards on the mat.
7. Put the golden beads under the corresponding numbers.
8. Place the addition sign (+) on a small piece of cardboard and position it beside the
numbers.
9. Lay a ruler or strip of paper under the numbers.
10. Combine the bead sets and ask the child to count units, tens, hundreds, and thousands,
placing the corresponding large number cards to show the sum.
11. Explain: “We started with 1234, added 5665, and the total is 6899.”
12. Finally, show the children how to write the answer on paper.

Addition With Exchanging Materials

Materials:
Same as above

Presentation:

1. Invite children and arrange all materials on the mat.

2. Use a slip with multiple numbers, e.g., 1234 + 2345 + 3456 (sum ≤ 9999).
3. Children build their numbers with small number cards and collect the golden beads.
4. Place the small number cards aside. Arrange golden beads under the numbers.
5. Place the addition sign (+) on a cardboard and a ruler under the numbers.
6. Combine the three sets of beads.
7. Ask the child to count units, tens, hundreds, and thousands, exchanging beads as
needed:
o 10 units → 1 ten bar
o 10 ten bars → 1 hundred square
o 10 hundreds → 1 thousand cube
8. Explain: “We added 1234, 2345, and 3456. The sum is 7035.”
9. Show the child how to record the answer.

Multiplication
Definition:
Multiplication is adding the same number repeatedly.

Multiplication With or Without Exchanging

Materials

Materials:

 Golden beads set

  Large number cards
 Small number cards (3 sets)
 3 trays and containers for units
 Floor mat

Presentation:

1. Invite a few children and arrange the materials on the mat.

2. Decide the number to be multiplied and write it on slips, repeating the slip as many times
as the multiplier, e.g., 1111 three times.
3. Give each child a slip and ask them to build the number using small number cards and
golden beads.
4. If correct, place small number cards aside and arrange the beads under the numbers.
5. Place an addition sign (+) and a ruler under the numbers.
6. Ask one child to count all beads:
o Exchange 10 units → 1 ten bar
o Exchange 10 ten bars → 1 hundred square
o Exchange 10 hundreds → 1 thousand cube
7. Explain: “Adding 1111 three times gives 3333. Repeated addition of the same number is
called multiplication.”
8. Show the child how to write the answer.

Notes:

 Always observe the complete work cycle.

 Choose numbers so that the sum or product does not
exceed 9999.

3. EXPLAIN HOW WOULD YOU GIVE THE

CONCEPTS OF SUBTRACTION AND DIVISION?

Montessori Arithmetic Exercises: Subtraction and Division

Subtraction
Definition:
Subtraction is taking away a smaller number, called the subtrahend, from a larger number,
called the minuend. The result is called the difference.

Materials:

 Golden beads (units, tens, hundreds, thousands)

 Large number cards (for minuend)
 Small number cards (for subtrahend and difference)
  Floor mat and trays

1. Subtraction Without Exchanging

Example: 4755 − 3654

1. Represent 4755 (minuend) using large number cards and beads:

o 4 cubes (thousands), 7 squares (hundreds), 5 ten-bars (tens), 5 units (ones)
2. Represent 3654 (subtrahend) with small number cards and beads:
o Take away 3 cubes, 6 squares, 5 ten-bars, and 4 units
3. The remaining beads represent the difference:
o 1 cube, 1 square, 0 tens, 1 unit
4. Place small number cards to show the difference.
5. Explain to the child: “We subtracted a smaller number from a bigger number, and the
remaining is a smaller number.”

2. Subtraction With Exchanging

Example: 4755 − 3888

1. Represent 4755 (minuend) with beads and large number cards:

o 4 cubes, 7 squares, 5 ten-bars, 5 units
2. Represent 3888 (subtrahend) with small number cards and beads:
o Take away 3 cubes, 8 squares, 8 ten-bars, and 8 units
3. Start subtracting from units:
o Need 8 units but only 5 are available → exchange 1 ten-bar for 10 units → now
15 units, subtract 8 → 7 left
4. Move to tens:
o Need 8 ten-bars but only 4 left → exchange 1 hundred square for 10 ten-bars
→ subtract 8 → 6 left
5. Move to hundreds:
o Need 8 squares but only 6 available → exchange 1 cube for 10 squares →
subtract 8 → 8 left
6. Remaining beads represent the difference. Place small number cards to show the answer.
7. Explain: “Subtracting a smaller number from a bigger number leaves us with a smaller
number.”

Division
Definition:
Division is splitting a quantity into equal parts. The number to be divided is called the dividend,
and the number of parts is the divisor.
Materials:

 Golden beads (units, tens, hundreds, thousands)

 Large and small number cards
 Trays for dividing
 Floor mat

1. Division Without Exchanging

Example: 4266 ÷ 2

1. Represent 4266 with beads: 4 cubes, 2 squares, 6 ten-bars, 6 units

2. Divide the beads into 2 trays equally:
o 2 cubes, 1 square, 3 ten-bars, 3 units per tray
3. The quotient is 2133

2. Division With Exchanging

Example: 7654 ÷ 2

1. Represent 7654 with beads: 7 cubes, 6 squares, 5 ten-bars, 4 units

2. Start dividing cubes: 7 ÷ 2 → 3 cubes each, 1 left → exchange 1 cube for 10 squares
3. Divide squares: now 16 squares → 8 per tray
4. Divide ten-bars: 5 ÷ 2 → 2 per tray, 1 left → exchange 1 ten-bar for 10 units
5. Divide units: 14 units → 7 per tray
6. Each tray now has 3827 → quotient = 3827

3. Division with Remainder

Example: 457 ÷ 3

1. Represent 457 with beads: 4 squares, 5 ten-bars, 7 units

2. Divide squares: 4 ÷ 3 → 1 each, 1 left → exchange 1 square for 10 ten-bars
3. Divide ten-bars: 15 ÷ 3 → 5 each
4. Divide units: 7 ÷ 3 → 2 each, 1 left → remainder = 1
5. Answer: 152 remainder 1

Notes:

 Always observe the complete work cycle.

 Ensure numbers are chosen so that results do not exceed 9999.
 5: WHAT ARE TEENS AND TEN BOARDS? EXPLAIN
THEIR PURPOSE AND USAGE.

Montessori Teens and Tens Boards

Teens Boards (11–19)

Also called: Seguin Boards, designed by Dr. Edouard Seguin

Materials:

 Teens boards (2 boards: Board A with 10 printed 5 times, Board B with 10 printed 4
times)
 Cards 1–9 that fit into the boards
 Colored bead bars (1–9)
 9 ten-bars
 Floor mat

Purpose:

 Learn to recognize numbers 11–19

 Connect numbers with their quantities
 Understand how to write numbers 11–19

Step 1: Identifying Numerals 11–19

Exercise:

1. Sit with the child and lay out the teens boards.
2. Point to 10 on the board and ask, “What is this?” Child says “10.”
3. Slide the card 1 over the zero of the first 10 and say, “10 and 1 makes 11.”
4. Repeat using the three-period lesson:
o First period: Show the number 11, say “This is 11.” Repeat for 12, 13, etc.
o Second period: Ask the child to show 12, 13, 14, etc.
o Third period: Point to a number and ask, “What is this?”
5. Continue sliding numbers and introducing numerals up to 19.
6. Keep the material on the shelf so the child can use it anytime.

Step 2: Quantities and Numerals 11–19

Exercise:

1. Place the teens board on the floor mat.

2. Arrange colored bead bars in a stair-step pattern.
3. Place 1 ten-bar next to the first 10 on the board and 1 unit bead next to it. Say, “Ten and
1 makes 11.” Ask the child to count all beads.
4. Slide card 1 over the zero of 10 on the board to show how 11 is written.
5. Repeat with 12: put 1 ten-bar, 2 unit beads, slide card 2 over zero.
6. Continue this way until 19.
7. Keep the materials available for independent use.

Tens Boards (10–90)

Materials:

 Seguin Tens Boards (Board A: 10, 20, 30, 40, 50; Board B: 60, 70, 80, 90)
 45 ten-bars
 Floor mat

Purpose:

 Learn numerals from 10 to 90

 Associate numerals with quantities
 Learn counting and number writing

Step 1: Identifying Numerals 10–90

Exercise:

1. Sit with the child and lay out the tens boards.
2. Start three-period lesson:
o First period: Point to 10 and say, “This is 10.” Repeat for 20, 30… up to 90.
o Second period: Ask the child to show 20, 30, 40, etc.
o Third period: Point to a number and ask, “What is this?” Repeat for remaining
numbers.

Step 2: Quantities and Numerals 10–90

Exercise:

1. Place the tens boards on the floor mat.

2. Put a ten-bar next to 10 on the board and ask the child to count the beads.
3. Point to the numeral and say, “This is how we write 10.”
 4. Place 2 ten-bars next to 20, count beads, and say, “This is how we write 20.”
5. Continue this way until 90.
6. Let the child try independently and keep the materials available.

Step 3: Associating Quantities and Numerals

11–99
Materials:

 9 ten-bars and 9 units in a box

 Seguin tens boards
 Cards 1–9 that fit in board slots
 Floor mat

Exercise:

1. Place the tens boards on the floor mat.

2. Arrange ten-bars and units in a stair-step pattern.
3. To make 11: put 1 ten-bar next to 10 and 1 unit bead. Ask the child to count beads. Slide
card 1 over zero of the 10 on the board.
4. Remove 1 unit and card 1, then build 12: place 1 ten-bar and 2 units, slide card 2 over
zero.
5. Continue this process up to 19.
6. For 20 and above, place 2 ten-bars next to 20 on the board and continue as before until
99.
7. Keep materials available for independent exploration.

Note:

 Always observe the complete work cycle.

 Allow the child to use the materials freely for practice.