Q1: Explain different groups of Montessori Math exercise

and how the directress should efficiently present exercise

through sequential and parallel work in various groups?
The Montessori mathematical exercises are normally
grouped into following groups: 1. 2. 3. 4. 5. 6.

Number through Ten Decimal system Counting beyond Ten

(Linear and skip counting) Memorization of Arithmetic Tables
Passage to Abstractions Fractions There is some sequential
work and some parallel work. 1. Numbers through Ten The
first group is 'Numbers Through Ten'. The experiences in this
group are sequential and the child must have full
understanding and must master all the exercises of Numbers
Through Ten before moving ahead.. 2. The Decimal system
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. 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. 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. 5. Passage of Abstraction 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. 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.
Q 2: Explain the exercises which enable the child to count till
1000?
Linear Exercises help children learn to count till 1000
and getting familiar with Decimal system
relationships including the concepts of squares and cubes of
numbers. Linear counting is presented in two
stages; in the first stage one children learn to count till 1000,
and in the second one, they master counting till
1000.
This helps consolidate children’s knowledge of counting.
Up till now, they have worked with tens and
hundreds in 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 tend to become mechanical over
time. Through repetition, children instinctively adopt this
mechanism of counting When two chains are placed parallel
to each other, they show in a striking and sensorial way the
difference
between the square and cube of ten. In this way, the Decimal
System relations are further emphasized to the
child.
Presentation 1:
Material:
✓ The hundred chain consisting of 10 bars of 10.
✓ The hundred square
✓ Containers having arrow labels:
1- Green label marked 1-9
2- Blue labels marked 10-90
3- A red label marked 100
✓ A large size mat or runner
✓ The 100 chain
Exercise: The children are invited in 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 end and lay ot 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 hundred square. The hundred squares are
placed on top of the fold 100 chain to show that they are
same. The hundred square is removed and the chain gently
re- straightened.
The teacher takes out green unit ticket and tells the kids what
they are called. They are lined in a vertical line
to 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 right, counting by
units; as they continue placing the ten tickets until they
reach 100. The children are made to place the red 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.
Q 3: Print *Dot Game paper (from the link given below) and
send three solved problems, each carrying four addends?

The Dot Game is a fun and interesting game where the child
finds the sum of two or more numbers using the Dot Board
or prepared Dotted paper.

The directress can either use the Dot Board or prepared Dot
paper - which is block paper that is divided from left to right
into five vertical columns, each column has headings: 10000,
1000, 100, 10, and 1.

The columns are divided into four sections from top to

bottom. A sum is written on the right-hand side of the page.
The directress also needs the Green, red and blue markers
for this activity.

Q4: Explain the presentations of Multiplication Board and

Division Board in your own words. Also make illustrations.
Solution:  Multiplication Board The purpose of
multiplication bead board is to provide training in
multiplication leading to memorization of the important
multiplication table 1x1 through 10x10. The box contains a
holed 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. The board has a slot on the left side for cards’
insertion. Materials
 multiplication board
 A red, wooden disc
.  printed multiplication tables sheet
 A set of cards from 1 to 10
 Multiplication Charts 1 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. 6. 7. 8. 9.
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 10. Move the disc over number 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 multiplication table
sheet. 18. The child can check his work on Multiplication
Chart 1.

19. 19. The child, over time, does each of the tables in the
same way. He can then make a booklet of the tables.

Division board
The division board helps the child practice the tables of
division with the dividends 1 to 81 and the divisors 1 to 9. It
helps the child to internalize division tables. The material
consists of a unit division working board, a box containing 9
green unit skittles and 81 green plastic beads. Materials The
unit division board 9 green skittles A box with 81 green
beads Printed division slips A glass bowl Presentation 1.
Show the child the material and have him bring it to the table.
2. Look at the board with the child. Introduce the board to the
child and 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 divisors. 4. Tell him the numbers on the side will be
the answer(quotient). Pointing to the last number tell the
child that answer cannot be greater than the divisor that is 9
5. Also tell him that the remainder cannot be equal or larger
than the divisor. 6. Write an equation for example:81

7. Ask the child how much is to be divided that is what is the

dividend, his answer should be 81. Have the child count 81
beads into the glass bowl. 8. Ask the child the divisor in the
equation, if he answers correctly then place 9 skittles below
the number 1 to 9 on the top of the board. 9. Have the child
do this equation as written above. Take the beads one by one
and place under each skittle in the first row. 10. Continue the
same way until all the beads are finished in the bowl. 11. As
this will completely fill 9 rows till 9 , our answer is 9 and point
it towards left of the board. 12. Read the finished equation
out loud with the child. 13. Then write: 81 8 = 14. Have the
child do this equation and write in the remainder. 15. Look
with the child at the remainder and notice that it is bigger
than the divisor. 16. Cross off the whole equation. 17. Repeat
for 81 7 = 18. Repeat for 81 6 = 19. 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 divisor?”
20. The child should notice that the remainder gets bigger
and bigger as the divisor gets smaller and smaller. 21.
Decide together that because of this pattern, only 81 9 works.
22. We can finish our presentation here.

Q5: How is Stamp Game introduced to the child? Also

explain how subtraction problems can be solved with stamp
game? Solution:  Stamp game Stamp game provides further
practice in addition, subtraction, multiplication and short
division in multiplication system. It also informs children in
long term divisions.

Introducing Stamp game Materials: - 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 ruler - 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’. She
introduces 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
Blue Tile with the unit 10 written on it and informs them that
this is similar to the ten-bar. She continues 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. The directress then
counts to check the final product and then has the children
put the tiles back into their compartments.

 Subtraction with stamp game Subtraction with stamp game

enables the child to carry out subtraction operations
individually and to help the child move from concrete to
more abstract work in small groups 1. Read the equation:
7325 -5956
-------------------------- -------------------------2. Arrange
the stamps showing the minuend e.g. 7325
3. Point to the unit place value and explain that it is not
possible to subtract 6 from 5 without exchanging the stamps.
Exchange 1 blue ten stamp with 10 green unit stamps from
the bank and place the 10 green unit stamps together with
the unit stamps.

4. Keep track of the exchange by counting the remaining blue

ten stamps (now 1) and green unit stamps (now 15). Subtract
6 green unit stamps from the now 15 green unit stamps and
return them to the bank. Now, point to the ten place value
and explain that it is not possible to subtract 5 from 1 without
exchanging. Exchange 1 red hundred stamp with 10 blue ten
stamps from the bank and place the 10 blue ten
stamps together with the ten stamps. 5. Keep track of the
exchange by counting the remaining red hundred stamps
(now 2) and blue ten stamps (now 11). Subtract 5 blue ten
stamps from the now 11 blue ten stamps and return them to
the bank. . Now, point to the hundred place value and explain
that it is not possible to subtract 9 from 2 without
exchanging. Exchange 1 green thousand stamp with 10 red
hundred stamps from the bank and place the 10 red hundred
stamps together with the hundred stamps. Ask your child to
keep track of the exchange by counting the remaining green
thousand stamps (now 6) and red hundred stamps (now 12).
Subtract 9 red hundred stamps from the now 12 red hundred
stamps and return them to the bank.

7. Subtract 5 green thousand stamps from the now 6

thousand stamps and return them to the bank.

8. Read out the answer with the child saying, “we had 7325,
we took away 5956 and our answer is 1369.

7325 -5956 ------------------------- 1369

--------------------------
 the exercise of simple computations, which are the
operations of arithmetic’s. underway. Here on ward, these
exercises are
carried out parallel to continuation of Decimal System.
This third group i.e. “Counting Beyond Ten”,