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Q1: How would you teach numbers 0 to 10 to a child according to Montessori Method?
Explain all the exercises in this group briefly in your own words.

Answer: In the Montessori method, numbers 0 to 10 are taught through hands-on, concrete
materials to build a strong foundation for abstract mathematical concepts. Exercises
include using Number Rods to understand quantity and sequence, Sandpaper Numerals to learn
number symbols through touch, matching rods and number cards to associate quantity with
symbol, and using a Spindle Box to grasp the concept of "zero" and quantities 0-9. This approach
fosters concentration, coordination, and independence while building order and a deep
understanding of numbers. Here’s a simple explanation of the main exercises in this group:

1. The Number Rods:

It is ten wooden rods which vary in length from 1 decimeter to 1 meter. Each decimeter on
every rod is colored alternately with red and blue.

Exercise 1:

 The number rods

 Learning to count from 1 to 10

Material:

 The number rod

 A floor mat

Presentation:

Set the mat on the work place and bring the number rod to the work place.

Now take first three rods and start three period lessons.
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In the first period, move first rod close to a child and say “this is the rod of one”. Name it several
time i.e. one, one….this is one.

Then now take the rod of two, move it towards the child and say “this is rod of two”. Mention it
several times.

Then do the same with the rod of three.

In second period, ask the child to show you the rod or one, two or three.

Now, in third period, point to any rod and ask him “what is this?” And wait for the child to
answer.

If he answers correctly, move forward and ask him to count these rods i.e. how much is this?

On succeeding days, ass more rods in your lesson.

2. SANDPAPER NUMBERS:

MATERIAL:
Ten green wooden or acrylic cards with the numerals 0 to 9.
PRESENTATION:
Start this exercise with sensitizing your and a child’s fingers.
Now, select first three cards i.e. 1, 2, 3 and place them at the top of the table.
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Now, in first lesson, sit beside the child and introduce first number “1” to the child. Hold it
steady with your left hand, and gently trace the number with the index fingers.
Trace that number three times.
Do the name with other two numbers.
In second period, ask the child “can you show me one?”
When the child is able to show you, and then ask him to trace that number.
Do same with other two numbers.
In third period lesson, place all numbers in front of the child.
Point the number and ask “what is this”.
If the child answers correctly, carry on with other numbers.
3. NUMBER RODS AND NUMERALS:

MATERIAL:
 The number rods
 One set of white wooden cards with numbers 1 to 10 in black or red color.
 A mat
PRESENTATION:
Place the number rods and numeral cards on the mat randomly.
Point to rod and ask the child to count it, then find numeral card from the number cards I.e. if the
child has counted three, fine three from numeral cards.
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Continue in the same way with the rest of the rods.

4. THE SPINDLE BOXES:

MATERIAL:
 A wooden box with ten compartments.
 45 wooden/plastic spindles
PRESENTATION:
Take all spindles out of the box and place them on the table in front of the child.
Point to compartments one by one and ask “what number is this?”
Now pick up one spindle and put it in the palm of the left hand and tell child this is one. Then
place it in the compartment 1.
Then point to number 2 and do the same and put it in the compartment 2.
Now continue with rest of the numbers.
Now, point to zero on the back of the box and tell the child this is zero. Then say, you can see
this compartment is empty and it is called zero.
Once he understands this exercise, move forward.
To sum up, there are numbers of exercises which can be used to teach numbers 0 to 9 by
Montessori Method. All exercises are very helpful for children and they can easily learn
numbers.
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Q2: What do know about the decimal system? How would you enable children to count any
quantity and identify numerals till 9999?
Answer: Introduction to Quantity
Materials 1
A tray containing 1 golden bead unit, 1 golden ten-bar, 1 golden hundred square and 1 thousand
cubes.
A small mat for the table.
Presentation 1
1. Invite a child to come and work with you. Bring him to the shelf, name the lesson and have
him bring the material over to the shelf.
2. Have him unroll the small mat onto the table.
3. Take the unit, feel it, and name it. “This is a unit.”
4. Give it to the child to feel and name it.
5. Have him place it on the right side of the small mat.
6. Repeat for the ten-bar.
7. When the child places it onto the small mat, count the beads.
8. Place the ten-bar vertically to the left of the unit.
9. Repeat for the hundred squares.
10. Lay it on the mat to the left of the ten-bar.
11. Use the ten-bar to count how many tens are in the hundred.
12. Repeat for the thousand cubes.
13. Place it to the left of the hundred square and use the hundred to count how many hundreds
are in a thousand.
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14. Do a Three-Period Lesson for them.

15. End the 2nd Period with the categories in the correct order: (from left to right) thousand,
hundred, ten, unit.
16. For the 3rd Period, point to each category and ask the child to name it.
17. Show the child how to put the material away, making sure the beads are placed in the correct
order on the tray.
Materials 2
A mat
A supply box with unit beads, ten-bars, hundred square and thousand cubes with beads drawn on
them.
A tray as in Presentation 1
A tray with a dish on it.
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Presentation 2
1. Invite a child to come and work with you. Have him bring the material over to the table.
2. Have him unroll a mat and have him bring over the material.
3. Compare the material in the box to the material that is on the tray that was used in
Presentation1. This will show the child that units and tens are the same.
4. Take out a hundred from the box and compare it to the hundred on the tray.
5. Tell the child that the hundred on the tray is made of beads but the hundred in the box has
beads drawn on it. But explain that they are still both hundreds.
6. Put the hundred from the box at the top of the mat.
7. Repeat and discuss for the thousand.
8. Place the thousand from the box above the hundred at the top of the mat.
9. Take the material out of the box and set it
10. Thousand Cubes
11. Hundred Squares
12. Ten Bars
13. Bowl with units
14. Have the child bring over a small mat and place it far away from the supply mat
15. Have him also bring over a tray with a small dish on it and have him place it onto the
small mat.
16. Sit next to the small mat with the child.
17. Ask the child for a precise number of units, such as 5 units.
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18. Have the child go over to the supply mat with the tray and count out 5 units. Have him
place these units into the dish on the tray. If needed, go with the child.
19. Have the child bring the material over to the small mat and have him count it to check.
20. Repeat by giving the child other amounts to get, such as: 4 tens, or 7 hundreds, or 5
thousands.
21. After some time, you place an amount of material onto the tray and have the child count
to tell you how much there is.
22. Repeat this until the child seems comfortable with this exercise.
23. When the child can work well with one category, introduce two categories such as 4 units
and 2 tens. Continue like this for three categories and then four categories.
Purpose
Direct To introduce the child to the concept of the decimal system. To make the child familiar
with the names and relative sizes of the categories to help the child with the difference in bulk
between e.g. 6 units and 6 thousand. Control of Error The directress and the child’s own
knowledge
Age 4 – 4 1/2 years
Q3: Explain addition and multiplication exercises in your own words?
Answer:
Addition Materials
3 boxes with sets of small cards, including 9 units, 9 tens, 9 hundreds and 3 thousands.
1 box with a set of large cards from 1 to 9000.
An ample quantity of loose unit beads, ten-bars, hundred squares and thousand cubes.
3 trays and 3 little bowls for the loose beads.
1 larger tray with one extra bowl. Notes When you give the cards or have the children read the
numbers always start with the units.
Static Addition Presentation
1. Invite a minimum of three children to come and work with you. Have them unroll three large
mats and have them bring the materials.
2. Have one child lay out the large cards as explained in Introduction to Symbols.
3. Have another child lay out the beads for the “supply mat”.
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4. Have the children place three small mats between the two large mats.
5. Have the children set up their set of small cards as with the large cards but only having 1000-
3000.
6. On the third large mat, have the children place three trays.
7. Ask the three children to take their trays to the small mats.
8. Tell the first child to get the cards for: 2 units, 3 tens, 2 hundreds, and 3 thousand. Have the
children place each card at the bottom of their tray.
9. Have the second child take the cards for: 2 units, 1 ten, 3 hundred, and 2 thousand.
10. Have the third child take the cards for: 1 unit, 2 tens, 5 hundred, and 3 thousand.
11. Have the children bring their trays back to the large empty mat and have the children sit on
the opposite side as the directress.
12. Review with each child how many units, tens, hundreds, and thousands are on his cards
before sending them one by one to the Supply Mat to get the appropriate beads on their trays.
13. Once each child has returned, check what each child got by having him count his beads:
units, tens, hundreds, thousands.
14. Once the first child has checked, have him supper-impose his cards (as shown in the
Formation of Numbers).
15. Have the child read with you that this child has 2 units, 3 tens, 2, hundreds, and 3 thousand.
Then say, “So he has 3232 beads.”
16. Repeat after each child has verified his beads.
17. Tell the children that you are going to get something very special. Bring back a large scarf
and place it on the directress tray.
18. Tell the children that we are going to see how many beads we all have if we put them
together.
19. Ask each child, one by one, to gently place their beads anywhere on the tray.
20. Say, “Wow, we have a lot of beads.” To reinforce this idea, lift the scarf by the four corners
to show that it is heavy.
21. Tell the children that we are now going to count how many beads we have altogether.
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22. Ask the first child to take out all of the units and to place it in the directress’ dish.
23. Have each child take out the tens, hundreds, and thousands and place them to the side of the
directress tray.
24. Remove the cloth.
25. Have the first child count the units and then go to the large mat to get the appropriate number
card. Have him place the card below the unit dish.
26. Have the second child count the tens. Have him get the appropriate number card from the
large mat and place it below the ten-bar pile.
27. Repeat for the hundreds and thousands.
28. Have a child superimpose the cards together.
29. Tell the children that when we put all of the beads together we had (as you point have the
children say with you): “7 units, 9 tens, 7 hundred, 6 thousand.”
30. Then say, “So altogether we have: six thousand, seven hundred, and ninety-seven beads.”
31. As you tell the children, collect their small cards, keeping them superimposed and place
them in the top right corner of the mat. “So, we put 3232, and 2312, and 1253 all together and
when we did this we got (move 6797 below the small cards) 6797.
32. “And you have just done addition!”
33. Do several examples of Static Addition before moving on to Dynamic Addition.
Dynamic Addition Presentation
1. The presentation begins exactly as in Static Addition but have the children take cards for a
problem where they will have to carry over. These numbers could be: 3323, 2456, 1345.
2. Repeat all the steps through 23 as above but there is no need for the scarf this time.
3. When the first child counts the units and reaches 10, point this out and have him exchange ten
units for a ten-bar. Have him count the rest of the units and then go get the card for that amount.
4. Repeat for the tens, hundreds, and thousands, changing when needed.
5. Finish the exercise as for Static Addition. Exercise Children who are secure in both Static and
Dynamic Addition can work without the teacher.
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Purpose :
Direct To give the impression of the nature of addition, that is of two or more small numbers
coming together to form one larger number. Control of Error Initially the Directress, and later
on, the child when he knows the process.
Age 4 – 5 years
Multiplication Materials - As for addition Presentation Static Multiplication
1. Invite three children to come and work with you.
2. Have them set up the materials as for addition.
3. Have each child take the same number with the cards, but do not tell them so. For example:
1223
4. The presentation is exactly the same as in addition. Do not tell the children they have the
same numbers until the end.
5. Once you have found the total number of beads, collect each child’s small cards and place
them as you had done in addition.
6. Have the children notice that they had the same amount of beads.
7. Tell them that in this case we only need one of the cards (give the two other children back
their small cards) and because they each had the same amount of beads and there are 3 children
(count them to show this), we can show this with a special 3 card.
8. Place this special card to the right of the small card and the large number cards to the right of
that.
9. Say, “When we take 1223 three times, it equals 3669.
10. “And you have just done multiplication!”
11. Repeat a few times with the child. Dynamic Multiplication Same as with Dynamic Addition.
Purpose:
Direct To give the impression of the nature of multiplication, that it is an addition in which the
quantities added are not different, as in addition, but in fact are all alike. Control of Error Initially
the Directress, later the child’s own understanding.
Age: 4 – 5 years
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Q4: Explain how would you give the concepts of subtraction and division?
Answer:
Subtraction
Materials: As for addition, but including a fourth set of small cards to 9000 and a small mat to
put those cards on.
Notes: Specify the vocabulary: minuend, subtrahend, and the different.
Static Subtraction
Presentation
1. Invite three children to come and work with you.
2. Set up the material as in Addition, including the new set of cards. This new mat should be
placed next to the large mat with the large number cards.
3. Take the directress tray and with the children, go over to the Supply Mat.
4. Ask one child to put 7 units into the dish on the tray.
5. Ask another child to place 8 tens onto the tray.
6. Ask another child to place 7 hundreds on the tray.
7. Ask another child to place 9 thousands on the tray.
8. Emphasize that you have a lot of beads on your tray.
9. Take the tray back to the large mat.
[Link] each child to count the units, tens, hundreds, and thousands. Have each child get the
corresponding card after each is counted.
[Link] impose the cards to get: 7879
[Link] each child take their trays to the small mats and tell them each what to get. For example:
3 units, 2 tens, 4 hundreds, and 3 thousands 2 units, 4 tens, 5 hundreds, and 6 thousands 1 unit, 3
tens, 4 hundreds, and 5 thousand
[Link] the first child that you are going to give him some of your beads.
[Link] his how many units his card asks for. (3)
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[Link] him count three from the directress’s tray and place it into his own dish.
[Link] for the tens, hundreds, and thousands.
[Link] the child superimpose his cards and read it with the others: 3 units, 4 tens, 2 hundreds,
and 3 thousands. Then read, 3423
[Link], “Do I still have 7879?” No!
[Link] the cards 7879 up to the top left corner of the mat.
20. Ask one child to count how many beads you have left and choose the new small cards to
mark each set of beads.
[Link] the child superimpose the cards to read: 4456.
[Link], “So let’s see what we did here. We started off with 7879 but then I gave some away.”
(Ask for the first child’s cards and place them below 7879.) “I gave away 3423. And in the end,
(place the new total below 3423) I ended up with…4456 beads.”
23.“And this is called subtraction!"
[Link] the cards back to the child to replace and have him give you back the beads.
[Link] at when you started with 7879 beads, repeat the subtraction for the second child.
[Link] done, begin again at 7879 and repeat the subtraction with the third child.
[Link] each child has had a turn, say: “What we have just done is subtraction. I had a lot of
beads and you took some from me so I no longer had the same amount of beads.”
Dynamic Subtraction :
• Done as in the above presentation.
• The only different is you will have to change, just as in Dynamic Addition.
Multiple Subtraction:
This is done in the same way as in the above presentation but this time, the first child will take
some of your beads away, the second will take from what is left of the directress tray, and the
third child will take from what is left after that. After the first quantity is taken from the original
pile, place the large number cards at the top left corner of the mat. Place the small cards from the
child below it. Keep placing the cards in this manner after each child take some of the beads
away.
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Purpose :
Direct
• To give the impression of the nature of subtraction and how it differs from addition, in this
case.
• One starts with a capital and people come to fetch from it, by bringing an empty tray and the
demand expressed in small cards.
• One has to break up a unit of the larger category into ten of the smaller one.
• A larger quantity is divided into 2 or smaller different ones.
• Generally something is left over for the one who had the original number.
Control of Error :The directress verifies at first. Then she shows that if all the smaller numbers
that were taken away are added together, they should amount to the original number.
Age: 4-5 year
Division
Materials:
As for addition, but all small cards are laid out to 9000.
Static Division
1. Have three children come and work with you.
2. Have them set up the material.
3. Bring over the directress tray to the supply mat and ask for 9 units, 3 ten, 9 hundred, and 3
thousand. 4. Bring the tray back over to the mat.
5. Ask the first child to count the units and to then bring the card over for 9 units.
6. Ask the next child to count the tens and to then bring over the card.
7. Repeat for the hundreds and thousands.
8. Ask one child to place all of the cards together and as a group, read out 9 units, 3 ten, 9
hundred, 3 thousand.
9. Super-impose the cards.
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[Link] them that you want to give them all some of your beads and you want to be fair and give
them each the same amount.
[Link] that in division, we always start with the thousands.
[Link] by giving each child 1 thousand. Say, “I don’t have any more thousands to give.”
[Link] each child count how many thousands they have to check if each child has the same
amount of thousands.
[Link] the children go over to their card mat and get the card for 1 thousand.
[Link] for the hundreds. They should all have 3 hundreds.
[Link] for the tens. They should all have 1 ten.
[Link] for the units. They should all have 3 units.
[Link] that you gave each of them the same amount. “Did you get the same amount?”
[Link] each child place his cards together and read out loud the number the child has.
[Link] the large cards at the top left of the mat.
[Link] that because they each have the same amount, you only need one of their cards.
[Link] that because there are three children, you gave each one of them the same amount, to
three children.
[Link] out a 3 from your small dish and place it to the left of the large cards.
[Link] place one of the children’s cards to the right of the 3.
[Link], out loud, and as you point to each number say, “3939 divided by 3 is 1313.”
Dynamic Division
1. Begin by telling the children that division is different than the other operations. We must start
with the thousands.
2. Move over to the supply tray and ask each child in turn to place 6 units, 2 tens, 5 hundreds,
and 4 thousands onto the directress tray.
3. Give each child 1 thousand and have them get the card.
4. Have a child exchange the last thousand for 10 hundreds.
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5. Give each child 1 thousand until they all have 5 hundreds.

6. Look at the 2 tens and notice that you cannot give each child a ten. Ask one child to exchange
a ten for 10 units.
7. Ask another child to do the same for the other ten.
8. Count all of the units. (26)
9. Give each child a unit until they all have 8 units. Discuss Have then get the correct cards.
[Link] them place their cards together and read what each child has.
[Link] how they all have the same number.
[Link] out all of the children’s cards under the large cards.
[Link] 4526 divided by 3 is 1508.
[Link] at the remaining units and say, “But we have a remainder of 2. Place the two units in the
dish to the right of 1508.
[Link]: “4526 divided by 3 is 1508 with a remainder of 2.”
Long Division :
1. Bring the directress tray over to the supply mat with the children.
2. Ask for 2568 in material.
3. Bring the tray back over to the working mat with the children.
4. Count out the numbers of each and ask the children to bring the corresponding cards over.
5. Tell the children that today we are not going to divide by 3 as we have been. We will be
dividing by 12. Show the fact that one child is going to represent the tens by giving the first child
a blue ribbon and the two other children a green ribbon because they represent units.
6. Ask the first child to go ask nine of their friends if they would come over for just a moment.
7. Count them all (including the first child) and say that because these nine children all have to
go back to work, the first child will represent them all.
8. Give the first child the thousand block and give the other two children each 1 hundred because
“the first child represents ten people so he has ten times as many hundreds.”
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9. Give the other thousand to the first child and each of the other children a hundred square.
Have them get the cards.
[Link] the first child a hundred square and the other two children a ten bar.
[Link] then get the appropriate cards.
[Link] in this way until all of the beads have been shared appropriately.
[Link] each child count what they have and choose the correct cards to show the number: 2140,
214, 214.
[Link] out the long red mat and have the first child re-invite his nine friends to sit behind the red
mat. [Link] how you want to give each of their friends some of your beads but you can’t
because you only have 2 thousands.
[Link] the 2140 by ten, exchanging when necessary.
[Link] it has been divided equally among himself and his nine friends, have him count what he
has and have him choose the new correct cards for what he has left on his tray: 214
[Link] at the two other children sitting next to this first child and notice that they too have 214.
[Link] look at the nine friends and check if they all have 214. Say, “You all have the same
amount!” [Link] place 12 (explain because you are dividing the total by 12 people) to the right
of the large cards reading 2568 and 214 to the right of the 12.
[Link] out loud: 2568 divided by 12 is 214.
[Link] the nine friends and have the three children replace the material.
Purpose:
Short Division:
To give the impression of the nature of division. Here a large quantity is divided into a number
of smaller equal quantities.
Long Division :
To show the child how the quantities are distributed in long division. He learns how the divisor is
always grouped and how the answer is always the share of one person.
Control of Error: The directress verifies at first. Then she shows that if all the smaller numbers
that were taken away are added together, they should amount to the original number.
Age: 4 1/2 - 5 years
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Question 5 : What are teens and tens board? Explain their purpose and usage.
Answer:
Before using the teens and tens boards, the teacher has to familiarize the child with the colored
beads bars. They are bars from single bead to nine beads. Each bar has different color beads. The
teacher demonstrates exercises relating bead bars so that they prepare for the board exercises and
count from 11 to 19.
TEENS BOARDS: They are, also known as Seguin boards, designed by Dr. Edouard Seguin. It
include set of two boards:
• Board A, number “10” is, printed 5 times on it.
• Board B, number “10” is, printed four times on it. Cards of appropriate size from 1 to 9 which
can slide through the board.
Exercise-1: Identifying numerals 11 to 19
Tens boards are used in this exercise.
Presentation: The teacher place the boards on the mat and ask the child as what number is,
written on the board. When the child answer correctly, she slide card of one and hide the zero.
Using the three period lesson, she first name the number, repeating it several times by slide the
number one in and out. She do the same with twelve and thirteen. In the second period, she ask
the child to show her eleven, twelve and thirteen one by one. Finally in the third period, pointing
to the numbers she ask the child as what number is this. After practicing from 11 to thirteen she
introduce the other three numbers until they reach number nineteen.
Exercise-2: Quantities and numerals 11 to 19 Material:
Teens number boards, number cards from 1 to 9, nine ten bars, a set of coloured bead bars ie, one
to nine and a floor mat.
Presentation: The teacher arranges the boards and the coloured beads bars on the floor mat. She
put a bar of ten beside the board and places a one coloured bead on its right side, ask the child to
count them. She then slides the one number card on the board over the zero. Tell the child that
ten and one are eleven. She repeats this exercise until they reach nineteen.
Exercise-3: Learning the names 10 to 90
Material: 45 ten bars and a felt mat.
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Presentation:
The teacher take a bar of ten, ask the child what it is and put it aside. Then place two ten bars,
ask the child what it is, he will say two ten bars and the teacher will tell him that two ten bars are,
called twenty. She repeat it several time. Using the three-period lesson, in the first period teacher
introduce ten, twenty and thirty to the child, in second period she ask the child to show her these
quantities and in the third period she point to the quantity and ask him what this is. She do this
activity until they reaches 90.
TENS BOARDS:
These are, also known as Seguin boards, designed by Edouard Seguin. It is also a set of two
boards.
• Board A has 10, 20, 30, 40 and 50 written on them.
• Board B has 60, 70, 80 and 90 written on them.
Exercise-1: Identifying numerals 10 to 90
Material:
Ten boards are required.
Presentation:
By using three period lesson, the teacher chooses first 3 numbers i-e, 10, 20 and30. In the first
period teacher points to the number and tell the child that these are 10 , 20 And 30. Repeat it
several times. In the second period, she ask the child her 10, then 20 and then thirty. In the third
period, she point to the number-one by one and ask him what this is. She repeat the exercise for
all the numbers.
Exercise-2: Quantities and numerals 10 to 90
Material: Tens boards, 45 bars of ten and floor mat.
Presentation: The teacher arranges the boards on the floor mat. She place a bar of ten beside the
number ten, ask the child to count the beads and say the number. Then she places two ten bars
beside the number twenty, ask the child to count them and tell him that this is twenty. She keep
on doing the exercise until the child recognize and count the numbers to ninety.
Exercise-3: Associating quantities and numerals- 11 to 99
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Material: Nine bars of ten, coloured bead bars, tens boards, cards 1-9 which can fir in the tens
boards and floor mat.
Presentation: The teacher arrange the material on the floor mat. She take number one card and
slide it on the zero beside one. She tell the child that one and one make eleven. She also places a
bar of ten and a coloured bead beside 11 and ask the child to count them. Then she build the
number twelve using the bead bars, ask the child to count them and slide the two number card
beside two over the zero. Tell the child that two and two makes twenty-two. She ask the child to
keep on building numbers and making numbers on the board. When he has made numbers until
29 move to 30s and so on.