1.
Number Rods (Introduction & Counting)
The Number Rods are the child's very first introduction to quantity. Unlike the Red Rods
(which teach length), these rods are divided into alternating red and blue sections, each
segment measuring $10\text{ cm}$.
Material: 10 wooden rods varying from $10\text{ cm}$ (1 decimeter) to $1\
text{ meter}$ (10 decimeters) in length.
Purpose: To introduce the quantities 1 to 10 as fixed units and show the
progression of numbers.
Presentation Summary:
o The director/directress and child bring the rods to a large floor mat.
o The child arranges them into a "staircase" format, aligning the red ends
perfectly on the left.
o Using the Three-Period Lesson, the director isolates the first three rods
($1, 2,$ and $3$) and teaches the child to count the segments by touching
them rhythmically. For instance, pointing to the second rod and counting,
"One, two. This is two."
2. Sandpaper Numbers
Once a child understands the concrete quantities from the Number Rods, they are
introduced to the symbols that represent them.
Material: Wooden or acrylic cards with numbers $0$ to $9$ cut out of rough
sandpaper.
Purpose: To connect the muscular and visual memory of a number shape to its
spoken name.
Presentation Summary:
o The teacher sensitizes her fingers (often by dipping them in warm water or
wiping them on a cloth).
o Using the index and middle fingers, the teacher smoothly traces the
number card in the exact direction it is written while pronouncing the
number clearly (e.g., tracing "1" and saying, "One").
o The child is invited to repeat the tracing.
o Note: The number $0$ is usually left out of this initial exercise and
introduced later during the Spindle Box lesson, where the concept of
"nothing" can be physically demonstrated.
3. The Number Rods and Numerals
This exercise brings together the previous two steps: matching the concrete physical
quantity with its abstract written symbol.
Material: The 10 Number Rods and a set of separate white number cards ($1$
to $10$).
Purpose: To associate the known quantity with the known numerical symbol.
Presentation Summary:
o The child builds the staircase of rods on the mat.
o The number cards are mixed up randomly on a separate mat or table.
o The child is asked to count a specific rod, find the corresponding written
card, and place it at the right-hand end of that rod. This is repeated until all
rods are paired with their correct numbers.
4. The Spindle Boxes
The Spindle Box is crucial because it introduces the concept of Zero ($0$) as a quantity
and reinforces that numbers are made up of separate, loose units.
Material: Two wooden boxes with five compartments each, labeled sequentially
from $0$ to $9$, and 45 loose wooden spindles.
Purpose: To teach that "zero" means nothing, and to practice counting loose
units up to 9.
Presentation Summary:
o The directress points to the compartment labeled $1$. The child places
one spindle into it.
o The process continues up to $9$. The teacher emphasizes gripping the
loose spindles together in the hand to feel the physical weight of
increasing quantities.
o Finally, the teacher points back to the compartment labeled $0$ and
explains, "Look, this says zero. Zero means nothing. We do not put
anything in here."
o The natural control of error is that if the child counts incorrectly, there will
be spindles left over or not enough spindles at the end.
This is how you do this assignment.